Description:

Beginning to draft a Teaching Statement can be a challenging process, particularly for graduate students and postdoctoral fellows who may have limited teaching experience.

In this workshop, participants will learn about the characteristics of successful teaching statements and engage in the Generative Knowledge Interview process, which uses key moments as learners or teachers to help frame the value of teaching in their teaching statements.

Participants will leave the workshop with a deeper understanding of the conventions of strong teaching statements and generated content for a teaching statement draft.

The workshop is open to graduate students and postdoctoral fellows from all departments and disciplines, at all stages of drafting their teaching statements.

Facilitators:

Lauren M. Woods, PhD

Lauren Woods is the CIRTL at Northwestern Postdoctoral Fellow in STEM Education at Northwestern University’s Searle Center for Advancing Learning and Teaching. She holds a B.A. in Zoology from Ohio Wesleyan University and a Ph.D. in Evolution, Ecology, and Population Biology from Washington University in St. Louis. CIRTL, or the Center for the Integration of Research, Teaching, and Learning, is an NSF center that seeks to train STEM graduate students in order to develop a national STEM faculty committed to advancing effective teaching practices for diverse student audiences.

Kate Flom Derrick

Kate earned her Masters in Writing, Rhetoric, and Discourse with a concentration in Teaching Langauge and Writing from DePaul University, where she also taught in the First-Year Writing program. Before joining the Searle Center for Advancing Learning and Teaching in 2017, she had over nine years of Writing Center experience, working with student and faculty populations.