Stating Your Teaching Philosophy Prof. Heather James Department of English

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Stating Your Teaching Philosophy Prof. Heather James Department of English

Cameron University, US has reference to this Academic Journal, Stating Your Teaching Philosophy Prof. Heather James Department of English Prof. Armand R. Tanguay, Jr. Departments of Electrical Engineering, Materials Science, in addition to Biomedical Engineering; Neuroscience Graduate Program Outline of Workshop The Statement of Teaching Philosophy Purpose Content (Key components) Issues so that consider Overview of Key Points in Supplementary Readings Key questions so that ask of yourself in writing a Statement of Teaching Philosophy Key questions others will ask in reviewing in addition to interpreting yours Suggestions in consideration of possible topics so that include Example Teaching Philosophy Statements Discussion of Examples From Teaching Philosophy Statements prepared by USC TAs Disciplinary preferences Statement of Teaching Philosophy: Purpose Key Component of a Teaching Portfolio Provides a natural organization scheme in consideration of the teaching portfolio In large part determines the content of the teaching portfolio Support in consideration of key statements Key so that Establishment of Individual Teaching Goals in addition to Objectives Opportunity so that focus on those aspects of teaching that you value most highly Opportunity so that develop your own individual set of teaching approaches in addition to skills Required Document in consideration of Employment, Promotion, Awards A living document, evolving over time

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Statement of Teaching Philosophy: Content. I Who (are you, as a teacher, in addition to who do you want your students so that become)? What (are your goals, objectives, values, interests, approaches)? When (have you accomplished key teaching activities)? Where (have you been influenced, in addition to from where have you learned valuable lessons)? Special teachers, significant quotes, unusual classes Why (do you want so that teach in the first place)? How (do you propose so that grow as a first-rate teacher/educator)? Statement of Teaching Philosophy: Content. II Order of key components Goals in addition to objectives (values) Personal goals as a teacher Goals in consideration of your students Teaching methods in addition to approaches Unique so that you; reflect fundamental values Specific so that your discipline Methods of assessment Self, student Path so that improvement New ideas Vehicle in consideration of trying them out Statement of Teaching Philosophy: Issues so that Consider. I A Teaching Philosophy Statement need not be comprehensive But it had better be interesting! What is the purpose of any education? Purpose/value of a teacher in the process Something special that you have been taught by one of your own best teachers Or even worst! Something special that you have learned from your own teaching experience An unforgettable lesson

Statement of Teaching Philosophy: Issues so that Consider. II Fundamental Values Creativity Inventiveness Reflective thinking Analytical skills Breadth of knowledge Depth of knowledge in one or more specific areas Individual achievement Ability so that collaborate in addition to work in groups effectively Challenge (personal growth, ability so that overcome) Knowledge Independence of thought in addition to action Leadership Decision making ability Cultural sensitivity Statement of Teaching Philosophy: Issues so that Consider. III Unique Teaching Methods in addition to Approaches (Examples) Infection vs. injection Programmed failure Scientific Method vs. the Scientific Approach Well-formulated problems (hypotheses) Art of scientific presentation Incorporation of design problems Ability so that deal alongside ambiguity Development of creativity Development of leadership skills Research group structure in addition to responsibilties Statement of Teaching Philosophy: Issues so that Consider. IV Intimate Coupling of Teaching in addition to Research Teaching research skills Researching teaching methods in addition to approaches Laboratory experiences Critical literature searches Unique Subject Matter e.g., Chaos, Fractals, in addition to Complexity Theory Unique Approach so that Traditional Subject Matter e.g., EE 105, Introduction so that Electrical Engineering Systems perspective Top down instead of bottom up Disassembly of computers, devices in class

Capital Budgeting in addition to Cost Analysis Chapter 21 Learning Objective 1 Recognize the multiyear focus of capital budgeting. Two Dimensions of Cost Analysis Two Dimensions of Cost Analysis Learning Objective 2 Understand the six stages of capital budgeting in consideration of a project. Capital Budgeting Capital Budgeting Capital Budgeting Example Capital Budgeting Example Capital Budgeting Example Learning Objective 3 Use in addition to evaluate the two main discounted cash-flow (DCF) methods: the net present value (NPV) method in addition to the internal rate-of-return (IRR) method. Time Value of Money Discounted Cash Flow Net Present Value Example Net Present Value Example Net Present Value Example Net Present Value Example Net Present Value Example Internal Rate of Return Internal Rate of Return Example Comparison of NPV in addition to IRR Comparison of NPV in addition to IRR Learning Objective 4 Use in addition to evaluate the payback method. Payback Method Payback Method Example Payback Method Example Payback Method Example Payback Method Example Payback Method Example Payback Method Example + รถ = = Learning Objective 5 Use in addition to evaluate the accrual accounting rate-of-return (AARR) method. Accrual Accounting Rate-of-Return Method Accrual Accounting Rate-of-Return Method Example Accrual Accounting Rate-of-Return Method Example Learning Objective 6 Identify in addition to reduce conflicts from using DCF in consideration of capital budgeting decisions in addition to accrual accounting in consideration of performance evaluation. Performance Evaluation Performance Evaluation Learning Objective 7 Identify relevant cash inflows in addition to outflows in consideration of capital budgeting decisions. Relevant Cash Flows Relevant Cash Flows Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Relevant Cash Flow Analysis Example Postinvestment Audit Strategic Considerations End of Chapter 21

Statement of Teaching Philosophy: Issues so that Consider. V Interdisciplinary Teaching Shows academic breadth Major goal of many universities in addition to colleges in 2004 Collaborative (Team) Teaching Cooperative nature; differences in perspective Emphasis Matched so that the Institution Research universities Departmental, disciplinary differences Universities Selective colleges Liberal arts colleges (scientists, mathematicians) Statement of Teaching Philosophy: Issues so that Consider. VI There is no one formula Literally thousands of variants Many degrees of freedom This is your teaching philosophy Not anyone elses! The Key so that Success Write what you believe Follow the consequences! Outline of Workshop The Statement of Teaching Philosophy Purpose Content (Key components) Issues so that consider Overview of Key Points in Supplementary Readings Key questions so that ask of yourself in writing a Statement of Teaching Philosophy Key questions others will ask in reviewing in addition to interpreting yours Suggestions in consideration of possible topics so that include Example Teaching Philosophy Statements Discussion of Examples From Teaching Philosophy Statements prepared by USC TAs Disciplinary preferences

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