Donald Halstead & Michelle Bell

Office for Educational Programs Harvard School of Public Health

Characteristics of teaching & research statements

Statement components Examples Advice from the field Outcome – to be able to write

creative statements that have impact

“…your conception of teaching and learning, a description of how you teach, and justification for why you teach that way.”

*University of Ohio, Center for the advancement of teaching, downloaded on Dec, 2010 from http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html

A realistic, compelling narrative that charts your pathway towards independence by summarizing your current research and findings, direction you are moving in, and future goals and contributions to the field.

To get you an interview and job talk!

Need to tell a coherent, evidence-based story That focuses on your research or students

Avoid too many “I” sentences: focus instead on the subject of your research (e.g., health disparities, malaria) and on students, creating a learning environment, etc

In a maximum of 1-2 pages (Teaching statements) and 3-5 pages (Research statements)

That fits the needs of the institution/department but is not overtly tailored to them

Is distinctive, stand-alone, and has a conclusion Consider using the 5-paragraph model or a variant

1. Introduction-Background Known > Not known Significance for field, health

2. Overview next 3-5 years (and more) Key areas-hypotheses to investigate Include any preliminary data

3. Innovative Strategy or Methods How you plan to accomplish goals

Have you received a grant?

4. Expected outcomes from work and Impact on knowledge, field, health

5. Wrap it up, looking forward

Introduction

Overview 3-5 years

Innovative Methods

Outcomes +

Impact

Conclusion

1. Introduction-Background Known > Not known Significance for field, health

2. Overview next 3-5 years (and more) Key areas-hypotheses to investigate

Include any preliminary data Innovative strategies or methods How you plan to accomplish goals

Have you received a grant?

3. Expected outcomes from work and Impact on knowledge, field, health

4. Wrap it up, looking forward

Introduction

Projected Research 3-5 years:

Areas, Hypotheses, Innovative Methods

Conclusion

Outcomes +

Impact

Excellent Needs Some Work Developing

Goals for Student Learning

Clearly articulated, specific, goes beyond knowledge level (Bloom). Sensitive to own discipline. Concise – not ex.

Broad goals not specific to discipline. Focus on basic knowledge ignoring skill acquisition and affective change

Poorly articulated goal – unfocused, incomplete or missing

Enactment of Goals (teaching methods)

Enactment is specific & thoughtful. Incl. detail& rationale for teaching methods, clearly connected to specific goals with specific examples

Description teaching methods not clearly connected to goals/not well developed. Generic methods description, no example of use within discipline

Description of goals not articulated. Methods basic, non-reflective or non-existent.

Assessment of Goals (outcome measures)

Specific examples of clearly described assessment tools that align with teaching goals & methods. They reinforce priorities & context of discipline in content & type

Assessments not connected to teaching goals & methods. Describe too general with no reference to motivation behind assessments. No clear connect to priorities of discipline

No assessment of goals, or not adequately described

Creating an Inclusive Environment

Coherent phil. of inclusive education that is integrated throughout statement. Space for diverse ways of knowing & learning. Demo awareness of issues of equity within discipline.

Inclusive teaching addressed but in cursory way that isolates from rest of phil. Brief connects identity issues to aspects of teaching

Issues of inclusion not addressed or done in awkward manner. There is no connection to teaching practices

Structure, Rhetoricand Language

Has a guiding structure or theme to engage reader. Organized, jargon avoided, used teaching terms (critical thinking). Grammar & spelling correct

Has a guiding structure or theme but not well connected to ideas discussed above. Organization weak, jargon, little use of teaching terms (critical thinking). Grammar & spelling correct

No structure present, disconnected statements about teaching, jargon used liberally. Needs revision

Professors & Administrators say: 1. Research institutions 2. Do not repeat your CV 3. Do not make empty statements 4. Keep it short (refer to #1)

5. Ground philosophy in discipline 6. Well written 7. Teaching is about the students 8. Include research 9. Get others to review 10. Be genuine

* Montell, Gabriela, (2003). How to write a statement of teaching philosophy. The Chronicle of Higher Education, downloaded December 13, 2010 from http://chronicle.com/article/How-to-Write-a-Statement-of/45133/.

OSU Center for the Advancement of Teaching http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy.html#samples

Teaching portfolio Resources, University of Washington Center for Instructional Development and Research http://depts.washington.edu/cidrweb/resources/portfoliotools.html

University of Michigan Center for Research on Teaching and Learning: examples of statements categorized by discipline http://www.crlt.umich.edu/tstrategies/tstpum.php

Science Careers article by Rachel Narehood Austin http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2006_04_14/writing_the_teaching_statement

Science Careers: Article by Jim Austin http://sciencecareers.sciencemag.org/career_development/prev

ious_issues/articles/1820/writing_a_research_plan

Science Careers: Academic Scientists’ Toolkit http://sciencecareers.sciencemag.org/career_magazine/previou

s_issues/articles/2004_04_29/noDOI.9200335458625575487

University of Washington: Job Hunting and Statement http://modular.math.washington.edu/edu/basic/laura/jobhan

dout.pdf

The Professor Is In (Dr. Karen Kelsky): Research Statement Rules http://theprofessorisin.com/tag/how-to-write-a-research-

statement/