Elshehabi, T. (2021, July), Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38031

\bibitem{asee_peer_38031}
  Elshehabi, T. (2021, July), \emph{Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38031

Tawfik Elshehabi.  "Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/38031 Internet.  23 Apr, 2024

\bibitem{asee_peer_38031}
  Tawfik Elshehabi.
  "Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/38031 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_38031
author = "Tawfik Elshehabi"
title = "Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/38031}
number = {10.18260/1-2--38031}
}

TY  - CPAPER
AB  - Educators revisit their teaching philosophy statement (TPS) when applying for new jobs or promotion and tenure. However, sharing our teaching philosophy with our students could make a significant difference. This research presents the results of creating a visual model of my teaching philosophy and sharing it with my students. My teaching philosophy informs my students that we learn in teams to gain not only technical knowledge but also skills and ethics. It expresses to students that my core values are to care, share, and be fair. I care about their life-long learning, as well as achieving fair grades. The visual model also shows the different levels of engagement and communication; student-to-student and student-to-teacher. In this student-centered, inclusive classroom, I share all the needed resources and provide clear expectations to ensure students’ success. Thus, for assessment, the visual grading chart reveals to students what is required to earn an “A.” This chart communicates the expected amount of time, effort, and commitment. 

Overall, students were inspired by the visual model of my teaching and assessment philosophy that we discuss on the first day. This visual model bridges the gap between instructor and students’ expectations and facilities an inclusive learning environment. Using syllabus survey, discussion board, and classroom observations, students reported that they took the initiative of their learning and achieved higher grades. Nearly 90% of my students (N=87) strongly agreed that sharing my teaching philosophy is critical. Additionally, underrepresented students were empowered and archived more than half the “A”s in my courses. In conclusion, since equal is not always fair, instructors must make their expectations exceptionally clear to ensure that any student can succeed and earn an “A.” I believe it is time for educators to polish their teaching philosophy, create appealing visual models, and share them with their students.
AU  - Tawfik Elshehabi
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations
UR  - https://peer.asee.org/38031
DO  - 10.18260/1-2--38031
ER  -