CALL FOR NOMINATIONS TEACHING FELLOWS - Deadline, Jan. 1, 2012
(For more information, see: http://philosophyteachers.org/)
The American Association of Philosophy Teachers (AAPT) seeks devoted, excellent philosophy teachers to serve as 2012-2014 AAPT Teaching Fellows. Teaching Fellows will receive a small stipend ($500) and serve a two-year term August 15, 2012 - August 14, 2014. Fellows will advance the teaching of philosophy. This may include mentoring newer teachers, blogging on the AAPT website, facilitating teaching and learning workshops, or other activities.
Nominations and material for review should be sent as email attachments in Word (.doc or .docx) or PDF (.pdf) format to David W. Concepcioìn, at [log in to unmask]
INITIAL REVIEW
By Jan. 1, 2012 nominators should submit a short (no more than 500 word) letter of nomination discussing the candidate’s especially meritorious ability to enhance student learning and faculty peer teaching. SELF NOMINATIONS ARE WELCOMED.
DETAIELD REVIEW
If selected for further review a nominee shall provide by March 1, 2012:
(1) One reflective essay of no more than 2,000 words addressing these four questions:
(i) Describing your particular teaching context, what are your aspirations for your students/learning objectives?
(ii) How are your pedagogies (your structuring of both students' in- and out-of-class time), course content, assessment, and learning objectives aligned?
iii. Citing evidence, what is the most significant student learning or lasting impact on students inspired by your teaching?
iv. How and why might you change your classes in the future?
In answering these questions, please be explicit about the sources of the information (e.g. scholarship of teaching and learning, classroom practice, student feedback, etc.) that have influenced your pedagogical choices.
(2) At least four and no more than six letters of support. At least one letter must be from a former or current student. At least one letter must be from a philosophy colleague familiar with the applicant's classroom practice.
(3) While voluminous detail of minor matters will not be viewed favorably, additional supporting material may
also be provided. Examples of such materials are:
-Brief course portfolio
-Teaching journal
-Evidence of student learning, with an accompanying explanation
-Student satisfaction ratings (aka course evaluations), with an accompanying explanation
-Samples of student work
-Video of class session(s)
-Course materials, particularly assignment guidelines and assessment rubrics
-A brief CV focused on teaching and learning
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