Activating a Teaching-Learning Philosophy: Articulating, Implementing, Evaluating, and Re-Activating

Overview: This presentation shows how to develop a comprehensive and effective teaching-learning philosophy. We provide pragmatic steps for using a grounded philosophy to inform, engage, and assess teaching-learning. We offer a specific framework that faculty can use across their careers to develop an organic, impactful, and sustainable philosophy.Proposal text: Whether navigating teaching during a global pandemic or preparing a promotion portfolio, effective teaching-learning requires an activated philosophy. An activated teaching-learning philosophy is invaluable in sustaining an educator throughout their career trajectory. This presentation shows how to develop a comprehensive, dynamic teaching-learning philosophy (e.g., Authors, 2018, 2016, & 2014).

Teaching philosophy statements are often required for faculty applications and promotion/tenure reviews (e.g., Medina & Draugalis, 2013; Pryor, 2004). Faculty may readily receive foundational direction for writing a statement, through university faculty development resources or other training (e.g., Luna-Idunate & Jogerst, 2016). But, rarely, do faculty learn how to put this initial statement into practice. Instead, after being used for a specific task (e.g., job interview) the statements are put aside—without real application. Sustained competence in teaching requires critically exploring evidence and expanding frameworks (e.g., Fox, 2013; Weimer, 2010; Witkin, & Saleebey, 2007). Effective teaching is purposeful, reflective, documented, and evaluative. An activated teaching-learning philosophy is crucial for grounding and sustaining effective teaching.

Through a synthesis of literature and practice examples, we (the presenters) document the importance of an activated philosophy. We provide an essential framework to clarify teaching-learning goals, guide pedagogical strategies, evaluate effective practice, and promote professional competence. Further, this framework for developing a meaningful and applicable philosophy can help sustain educators in the field. Concomitantly, the framework provides faculty a mechanism for documenting their engagement and effectiveness for pragmatic purposes, such as promotion/tenure.

First, the presentation clarifies the relationship of and critical distinction between a teaching- philosophy statement (i.e., a static product) and an activated teaching-learning philosophy (i.e., a dynamic process). Then, we discuss key considerations, steps, and strategies of the four phases of an activated philosophy: Articulation, Implementation, Evaluation, and Re-Activation.

Key considerations in Articulating a teaching-learning philosophy include: (a) identifying core values and beliefs about teaching-learning roles and purposes; (b) interpreting inductive experiences in teaching-learning; (c) incorporating Scholarship of Teaching-Learning (SoTL); and (d) elucidating goodness of fit between teaching philosophy and context, as well as both institutional and personal mission. Next, key steps in Implementing a philosophy, include: (a) sharing the teaching philosophy with colleagues and students; (b) designing and developing a classroom culture/learning environment that is congruent with the philosophy; (c) identifying specific assignments and activities that demonstrate the philosophy; and (d) selecting modes of assessment congruent with the philosophy.

Then, key elements in the Evaluating phase include: (a) valuing evaluation; (b) conceptualizing your evaluation approach; (c) executing your evaluation approach; and (d) responding to and using feedback. Finally, key dimensions for Re-activating a philosophy, include: (a) taking a synergistic approach to the faculty role; (b) fostering a teaching-learning culture; (c) connecting structural considerations; and (d) sustaining an activated philosophy. We emphasize the iterative and organic nature of an activated philosophy in sustaining faculty across careers.

Whilst particularly pertinent for Doctoral students and others early in their careers, the presentation is applicable for faculty at any career stage. Faculty interested in constant renewal of our teaching-learning will find this presentation meaningful and useful.