Andy Hibel 0:03
Wecome to the HigherEdJobs Podcast. I'm Andy Hibel, the cheif operating officer and one of the cofounders of HigherEdJobs.

Kelly Cherwin 0:09
And I'm Kelly Cherwin, the director of editorial strategy. Today, we're happy to have Chris Lee back for our Ask the Experts series. Thanks, Chris, for joining us today.

Christopher Lee 0:18
Yes, my pleasure.

Kelly Cherwin 0:20
So I will get into the question, actually, the series of questions from our listener. So what is the search committee looking for in a teaching statement? And how should it differ from a diversity statement? And finally, what sections should you have in the teaching statement? Chris, what are your thoughts on all these questions?

Christopher Lee 0:36
Well, I think there's a thread, an overarching sort of thread here that is different than the question is asked. I don't think anyone really knows what should go into a diversity statement or a teaching statement because there are really no instructions provide most often. I think organizations that do it well will say, ensure you include A, B and C, and it creates some structure. But most often, it just says a leadership philosophy statement, a diversity statement or a teaching statement. And then, given that, what should you include would be kind of endless, you know, the possibilities. But if we step back from the question, I really think what the organization is asking is two things. First, they're saying, tell us a little bit about what you think. But more importantly, tell us how what you think is related to who we are, because really, that's what they want. We're interviewing you for a job here, and we want to know if you're a teaching philosophy, your style, your way of thinking reflects the organization, its mission, its students, and its approach to pedagogy. So that's really what should be in the statement, whatever that content is, it should speak to those factors. So, I think we were recently talking about fit in another episode. It was the same idea. If you were at a private liberal arts college, deep, rigorous thinking, individual attention and things like that is probably something, that's very important. If you're at a community college, you probably were trying to raise the aspirations of students, reinforce certain things. And if you know, if you're at the graduate level or, you know, maybe different disciplines have different teaching elements. But at the end of the day, what they want to know is, can you teach here? Can you teach our students, etc., etc.. So regardless of what you put in, make sure you're responding to that. And then it's kind of like, you know, my general advice for a resume in the format, people are always like, what should be in the resume in what should the format be. And my response is always you present that which presents you in the best possible way. Right. You know, so you present your best self in contexts related to the institution that's asking you the question. So again, knowing thy audience becomes very, very important here.

MW 3:57
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Christopher Lee 3:35
Yeah, we can certainly talk about the fact that, you know, the question asked about diversity statement, you know, as well as teaching statement. And I think you're talking about the diversity statement parts, the same thing is not, diversity in general, not the theoretical idea of diversity, but our students. So if I were, you know, responding to a teaching statement, at an institution that is, let's say, a minority majority, right, or with students who are from the Midwest farming community and a lot of folks are first generation, I would be talking about things that speaks to those students. So, for example, if there's not a tradition of your students having parents who have gone to college before, you could talk about that fact. You know, my teaching philosophy meets students where they are for students are not familiar with higher education and how to, you know, study and prepare and be rigorous, then I approach it this way. You say I'm speaking to the students and the mission of the institution. Now I have all these philosophies and these ideas and ways of teaching, but are they pertinent? Right. So if I'm talking about the Socratic method. Oh, great. Okay. All right. Tell me more. Right. But if the Socratic method is not appreciated where you are, how do you bridge the gap for the students? There in a particular, community, right? So I think that's, that's what it's about. And the same thing with the diversity part. Okay. Tell me about how you would approach our particular student body. That's really what you know, what it what it means. And, you know, if you can't do that, then you really can't relate to our students, which means you're not a good fit in regards to how talented you are. You're probably not the person that would be selected. Right. So speak to those students. It's an all women school. You know, then you're going to talk about it differently. And if it's a, graduate students or even by discipline, you know, it might be different and you'll have to do your homework there. But make sure that when you respond to the diversity statement, you give the, the expected right. You appreciate people of different background experiences, etc., but then talk about their particular students and how you can relate.

Kelly Cherwin 5:23
I love that. So it sounds like obviously you're stressing again, just doing your research, doing your background, knowing your audience, but then also being authentic and true to yourself. I mean, you don't want to just say something to say something. So making sure it's a good fit on both sides. So like that advice regarding the teaching and diversity statement. I think they'll be useful to, to people who are doing this. So thank you for that. Chris. In the years that you were on search committees, were there anything that kind of stuck out of like what people should not do? Like things that is not quite what should go into one of these statements. I know you said there's not a, you know, one size fits all directions on how to do that. But are there some things that like, oh, I probably wouldn't do that.

Christopher Lee 6:00
Yeah. Yeah. So as know, a lot of things have been politicized now. Right. I would just stay away from things that can be misinterpreted because everybody has a different sort of value system. So I would just stick to the facts and the science, you know, things of that sort. The other thing is, I would stay away from things that aren't asked for. You know, when people apply for a job, sometimes, you know, you don't ask for references, they give you references, Right. Or they don't ask for a teaching statement. And you offer a teaching statement, you know, or whatever the case may be. When people add stuff that isn't asked for. So, for example, if it's a teaching statement, some people might want to talk about diversity, Right? You know, but that's not the question. They're asking. Right. now, if it's on point, meaning about teaching diverse students because they have diverse students and it's something specific, then what I found is when people add things that aren't asked for, anything that you say or do can and will be used against you. Right. Because hiring process is a de-selection process, more so than a selection process because we have 50 applicants. So, you know, so we're trying to get down to one. So they're looking for reasons to disqualify people, not qualified people. So now you've offered an opinion on a piece that wasn't asked for that someone uses against you. Right. So for me, one of the big things is, don't add or give information that isn't asked for in the process. Unless, it is really on point and it could be a differentiator. But, man, that's a big risk to take.

Kelly Cherwin 7:43
That's great advice. Thank you.

Christopher Lee 7:44
Yep.

F1 S2 7:44
thank you, everyone. Thank you, Chris, for the conversation today.

Andy Hibel 7:47
Thanks, Chris.

Ambience 7:48
We'd like to hear from you. If you have a question, or comments, for us Tweet us @higheredcareers. Or email us at podcast@higheredjobs.com.

Andy Hibel 7:57
Thanks for listening. We look forward to talking soon.