Laura Linder-Scholer Marquette University Fall 2013

Teaching Philosophy Statement My identity as a scholar and instructor is fundamentally shaped by my fascination with the power of language. This interest motivates my study within English literature and higher education, but also has contributed to my pursuit of diverse opportunities along the spectrum of literacy work—including tutoring adult ESL learners and mentoring high school journalism students. In each of my various teaching experiences, I am motivated by a desire to critically explore the power of language and to uphold three definitive tenets of my personal teaching philosophy: an investment in community, an ethic of service, and a commitment to advocacy. An Investment in Community

In my teaching and studies, I approach the project of learning as a community-based endeavor. In the same way that a community depends on the investment of myriad parties, learning also requires the active involvement of diverse resources and supporters. My personal academic journey has been strongly defined by the people involved in my education—from engaged teachers and a supportive family to peers who were willing to collaborate in my learning. This shared sense of commitment reaffirms for me the idea that academic success develops from community as well as the classroom (I strongly align here with bell hooks, and specifically her piece Teaching Community: A Pedagogy of Hope). In my position as a First-Year English instructor, I aim to personally and directly invest in students’ learning by developing engaging classroom activities and dedicating significant time to conferencing about writing. I also feel it is important to introduce students to different perspectives, resources, and opportunities. One example of this is a lesson plan I built around library resources and the Writing Center, which empowered students to become familiar with other assets that may further accommodate and develop their individual learning styles, methods, and experiences. I also build peer-review and small-group work into regular class activities so students become invested in each other. To date, I have received feedback from students that intentionally building this kind of a community of learning has made them feel more confident, supported, capable of taking charge of their learning, and empowered to help one another. An Ethic of Service Before beginning my formal teaching experience and continuing my graduate work after college, I committed two years to national service in nonprofit organizations dedicated to education. Working with high-need and traditionally low-performing populations learners, I witnessed the transformative power of community engagement and working with neighbors and peers to help Minnesota learners make the most of their skills, education, and citizenship. When I served with adult ESL learners, our collaboration resulted in increased opportunities to pursue fulfilling career paths, take advantage of our civil liberties, and give back to our communities in meaningful ways. When I served with minority high school students studying journalism and writing skills, our shared commitment to learning helped us all to ask more critical questions of the people in power, to shed light on social issues needing wider public attention, and to promote and practice effective communication.

Both of these experiences—in adult ESL and high school journalism—were intellectually stimulating, vocationally fulfilling, and strengthened my desire to find ways to contribute my own skills, talents, and passions to community-based service in the field of education. In my current work as an instructor, I see this desire expressed specifically through my collaboration with students and colleagues, and my volunteer work in evaluating First-Year English curriculum and developing departmental recommendations for course objectives and lesson plans. I also see a desire for service illustrated in the investment I make in my students. In a number of ways, my service as a First-Year English instructor involves working with students to achieve the same objectives as with the learners I previously worked with: giving students the skills and confidence necessary to contribute to diverse discourse communities (as defined by David Bartholomae and Patricia Bizzell), bring curiosity and critical thinking to their continuing studies and eventual career paths, and use effective communication skills to be productive members of society (an important idea explored by John Dewey in The School and Society & The Child and the Curriculum). Beyond the duties and responsibilities that my role as an instructor requires, dedication to service is a profoundly meaningful part of my professional life.

A Commitment to Advocacy My teaching philosophy is equally grounded in education and advocacy. It is my belief that meaningful learning can only occur when students feel safe, respected, empowered, and recognized as individuals. Part of addressing this challenge involves not only affirming that each student has a voice to contribute to the larger discourse community, but also that their perspective is worthy and valued. In my classroom, I establish the regular practice of small-group debates, large-group discussions, asking questions, sharing student writing, and recognizing participation in any form, to encourage students to share their ideas and listen to others. Beyond creating affirmation-based activities and organizational techniques, I also strive to introduce and uphold language that is inclusive, equitable, and nonviolent. My studies and research reflect this social justice interest, particularly in terms of gender and sexuality. During my first semester as an instructor, I conducted a meta-analysis of existing literature and resources related to gender-inclusive language and pedagogy, and created a website dedicated to gender-inclusive language in the First-Year English classroom. This project strengthened my teaching by helping me serve as a better advocate for the rights and abilities of my students, but it also served as a collection of community resources, a resource to share with fellow educators, and a meaningful way to connect my passions for language, pedagogy, service, and social justice.