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Stewart Teaching Philosophy

Stewart Teaching Philosophy

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Published by Jenn Stewart
Working on the philosophy...always.
Working on the philosophy...always.

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Categories:Types, Resumes & CVs
Published by: Jenn Stewart on Sep 30, 2011
Copyright:Attribution Non-commercial

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10/16/2013

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JENNIFER L STEWART
Department of English and LinguisticsIndiana University Purdue University Fort Wayne2101 E Coliseum BlvdFort Wayne, IN 46805stewartj@ipfw.edu
 260.481.6073
 @JennLStewart
Teaching Philosophy Statement
My teaching philosophy is continually being shaped with each classroom I enter 
—whether I’m astudent, an instructor, a faculty respondent, or an assessor. In the years that I’ve taught
, no matter how my pedagogical focus shifts or grows, no matter what level class I teach, I find that threeconcepts remain constant: inquiry, collaboration, and reflection.One specific example of this philosophy in action is the research project students complete in myIntermediate Expository Writing course, the 200-level general education composition course at myinstitution. In this course, students construct multiple I-Search proposals, modified projects from
Macrorie’s
The I-Search Paper 
. Student interest and writing projects have been discussed by manyrhetoric and composition scholars (see Boscolo, Del Favero & Borghetto; Fleckenstein; Nystrand&Gamoran; Reed, Burton & Kelly; Spaulding). In this course, students craft inquiry-driven projects tobetter engage them in the work of the course and to allow the project to have tangible value for thestudents. Most students become involved in their majors or hobbies
education issues, medicalconcerns, or, once, goat farming. This approach avoids sending the message that content is irrelevant.Instead it gives students the freedom to learn for themselves which topics fall into which genres andthat to enter into that conversation, they must first understand the genre and second positionthemselves within it.This inquiry-driven project is rich in peer collaboration, another concept that is addressed bymultiple scholars (see Adams, Anson, Beaven, Belcher, Fulwiler, George, Gonzalez, Grimm, Hicks,Straub, Vataralo). Students participate in small stakes response in the form of group work
sharingtopic ideas, for example. Additi
onally, they’re tasked with more complex, professional collaboration
as well in that they offer peers structured, systematic feedback on drafts. This stresses the importanceof feedback in all aspects of the writing process. Because of this constant collaboration, studentsfrequently discover new ideas or approaches to writing from their classmates
ideas and approachesthat, sometimes, I could not offer them. Constant collaboration also allows students to learn about thepublic nature of writing
a concept t
hat today’s student may be aware of, but may not reflect on
critically. Most importantly, as students move through this project, I ask them to reflect on their work, their decisions, and their discoveries. Like inquiry and collaboration, reflection/metacognitionhas been shown to help students understand and process their ideas (see Bramberg, Bartholomae,

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