Welcome to Episode 2 of Plugs, Play, Pedagogy: Attack of the Cloned Teaching Statements! As always, you can listen here at Writing Commons, subscribe on Stitcher or iTunes, or download in multiple formats from Podigee.
Transcript available here.
In search of answers to why teaching philosophy statements bother me so much, I share insights from three experts on the subject:
- Laura Runge (@laura_runge) from University of South Florida: We spoke about the rhetorical stance of the teaching philosophy statement, why 1 page is a good length, and all sorts of other things.
- Karen Kelsky (@professorisin) from theprofessorisin.com: We hear Tara Wood from Rockford University read Kelsky's post “The Dreaded Teaching Statement: Eight Pitfalls.” You will also hear the sound of magic wands; this is not a joke.
- Kathie Gossett (@gossettphd) from Iowa State University: We spoke specifically about how digital scholars represent their teaching online, including (but not limited to) the teaching statement.
After those three parts, I mention the following resources:
- Kathryn Hume's book Surviving Your Academic Job Hunt: Advice for Humanities PhDs
- Cheryl Ball's site Get a Job!, including her page on teaching philosophies, and her articles at Inside Higher Ed.
- Karen Kelsky's site The Professor Is In.
- “Teaching with Technology: Remediating the Teaching Philosophy Statement” from Computers and Composition 29 (2012) by Phill Alexander, Karissa Chabot, Matt Cox, Dànielle Nicole DeVoss, Barb Gerber, Staci Perryman-Clark, Julie Platt, Donnie Johnson Sackey, and Mary Wendt.
Our theme music is by Cactus May at Ohio University; check out his work athttps://heycactus.weebly.com. You also heard 3 tracks from OverClocked ReMix: “In the Green Gloom” by Argle, “Zanarkand String Quartet,” arranged by GrayFox1217, and Disco Dan, "Blue Lightning."