 So, I'm Isabel Iqbal, and I'm joining you from the traditional ancestral and seated territory of the Musqueam people. I'm just a few minutes away from the Vancouver Point Gray campus, but I'm at home today. And I'm an educational developer at the Center for Teaching, Learning and Technology, and I very frequently support instructors around developing their teaching philosophy statements and or developing or advising their teaching philosophy statements. Sue, pass it over to you. Great. Thanks Isabel, and welcome everyone to the session today. My name is Sue Hampton. My pronouns are she and her. And I am also joining from, I am today up at UBC Vancouver, traditional ancestral territory of the Musqueam people, sitting in Iqbarber Learning Center today. And I'm also one of the educational consultants at the Center for Teaching, Learning and Technology, and I get the privilege of working with Isabel and Judy on a lot of different, a different work that we do on course design and teaching development. So I'll pass it over to Judy. Yes, Judy here. Again, I work with Isabel and Sue on a number of different projects and different type of workshops too. I am facilitating joining you from my home in the Unceded Traditional and Uncessual Land of the Musqueam Stay What To and Coast Salish people. I will be facilitating another workshop later today. That's why it's a little bit easier for me to stay home today. All right. Thank you. So I'm going to start to share my slides momentarily. Just want to make sure that you all know, please become like feel comfortable to keep your videos on or off whatever it is that you need to stretch and move if you need to. We are going to, or not we, you are going to be spending some time in breakout rooms. And if you are comfortable at that point turning on your video, I think it's always nice when you're in a small setting to have them on. But again, do what it is that you, yeah, you need to take care of yourselves. And if you have any questions at any point, there will be time where we will ask for questions. But if things come up for you, please put it in the chat. And whoever's not facilitating will have an eye out for any questions that you have. So here are objectives for today. So this is really an introductory session for the teaching philosophy statement. And so by the end of this workshop, you should be able to explain the purposes of the teaching philosophy statement, describe characteristics of an effective teaching philosophy statement, identify belief statements, and also identify statements of evidence. This is really kind of the bulk of our session today. And then also determine next steps in developing your own teaching philosophy statement. The purposes, characteristics of teaching philosophy statements then move into beliefs and evidence and end up with the next steps. So to get a sense of where you're at with your own teaching philosophy statement, we are going to ask you to do a very quick annotation activity. And here you are. What is the current state of your teaching philosophy statement is the question. And if you could use the stamp tool, so annotate and stamp, and put yourself wherever it is that you feel your teaching philosophy statement falls into, like either you don't have one, maybe you have a draft, or perhaps you have a final for now version. So just take a few moments and put a stamp there. All right. So we've got people at kind of all different different stages, which is great. And I think that regardless of what stage you're at, and you can keep the annotations going, you're welcome to do that. Regardless of what stage you're at, I think you'll find value in in the examples that you're going to take a look at and the conversation today. Oh, we are curious if you're on the side of I don't have one yet, and you're willing to share, we'd like to hear just very briefly, like what are some of the biggest barriers that you're you're facing in getting one started? You can raise your hand or you can simply unmute and let us know. What are some of the barriers that you're facing if you are in the category of I don't have one yet? They're not necessarily any barriers, I just haven't needed it yet. You haven't what, sorry? Just haven't needed it yet. Yeah, you haven't needed it yet. Yeah, that's a good reason. Thanks for that. What about folks who have one, a final for now version? What has helped you get to that stage in addition to a deadline, a necessary deadline? What are some of the things you can either put in the chat or you can unmute yourself? What has helped you get to your final for now stage if you have one? We have someone saying that, seeing some examples. Well, great. In the chat. Thank you. Thanks so much. Okay, thanks for that. So did you grab a do grab a screen capture of this? Okay, super. Thank you. All right, so your philosophy is really about your approach to teaching. So I want to get grounded in that for just a moment. And as you think about your teaching, think about one word or two words that communicates something about your approach to teaching, something that really represents a key piece of your teaching. It could be student centered, or maybe that it's that you offer choice. It doesn't have to be a fancy pedagogical word, but just something that you think captures something about your approach to teaching. And please put that in the chat. I'll give that just three more seconds. Think of a word or a few words. Great, thanks. And kind of think that we're going to come back to this word a little bit later, most likely. So we'll see a break, but more coming great. So we are going to take a moment to look at definitions and purposes of the teaching philosophy statement. So here's a definition from the literature. The teaching philosophy is a written statement that communicates your beliefs about teaching and learning and includes evidence from your teaching to show how you translate these beliefs into practice. And we are going to be spending a lot more time on this in this session. Purposes are definitely for academic positions. This is really typical that it's asked for. It's part of your teaching portfolio or teaching dossier. We use the words interchangeably in this session. Tenure and promotion reviews and also for teaching award applications. It's often a requirement. And I want to acknowledge that what's listed here is very much about the performative aspect of being an academic. These items here about you being evaluated or assessed by somebody else and the teaching philosophy statement is often part of that context. However, there's also other purposes and that is that you can use your teaching philosophy statement as part of your ongoing reflections. It's a way to express yourself, right, either to students, to colleagues, to people outside of yourself. And it definitely says something. It communicates aspects of your identity as a teacher. So the good thing about the teaching philosophy statement and also the challenging aspect is that there is a lot of flexibility in this document in terms of what you put in, how, you know, what even what it looks like, so the content. So I want to speak briefly about the characteristics. It can be a standalone document. So sometimes an application will add a job posting will ask only for your teaching philosophy statement. And then it definitely is often or when you're creating a dossier, it's part of a dossier. It's usually right at the beginning of your dossier. When I'm reading a teaching philosophy statement and asked to review, I expect to see one or two pages. That seems to be the two is the upper limit. Definitely in terms of the literature and what I expect to see, it's written in the first person narrative. So I, you know, versus Judy takes an active learning approach to her teaching. So written from the eye, it would absolutely have your beliefs about teaching. Some people might use the word values instead of beliefs. We'll use beliefs here. And then include concrete examples of how these beliefs are enacted. And we'll be spending more time on that today. So this is what we're calling evidence in the context of this session. The concrete examples are the evidence we're using that interchangeably here. I also expect your teaching philosophy statement to be grounded in your discipline. So there's a balance here between avoiding jargon, but also being able to write from a disciplinary perspective. And I usually recommend that you include, incorporate, maybe one or two scholarly references. It's not necessary. And I will say that people reading your teaching philosophy statement, I don't know, I haven't heard of this, although there are rubrics for teaching philosophy statements. I don't think that it's customary to be using, like for the evaluator to be using a rubric when they are reading through your teaching philosophy. So I think that including scholarly references is good practice. It shows that you engage with the pedagogical literature, but I wouldn't say it's a requirement. All right. So with that, I am going to turn it over to Sue. So as Isabel mentioned, belief statements really are at the heart of the teaching philosophy statement. So we're going to be spending the next 30 minutes or so digging into belief statements. And you're going to get the opportunity to read and discuss some sample teaching philosophy statements to really notice the ways in which those beliefs are communicated. So it's really important to articulate your beliefs in this statement, right? You need to be able to really articulate your own beliefs and communicate your beliefs to the reader about teaching, about learning, about how knowledge is constructed in an educational context. So this articulation about your beliefs really does help to convey your sincere commitment to teaching and learning. And so some of the ways in which these beliefs are communicated and how they kind of show up in the document are they're communicated perhaps as goals, perhaps as expectations or maybe as value statements. So for example, the way you might want to specify what values you hold about teaching and learning or perhaps your expectations that you hold for students or of yourself or perhaps the goals that you strive for, things that you're always aiming for in educational settings. So all of these are really, really specific to you and in many ways highly personal. And that it really is kind of the purpose of this statement. So I'm going to give an example here next. This is a sample belief statement. This is from Sarah Levitt from Creative Writing and she writes, I assume that all of my students are capable of making comics and that their individual points of view and voices are valuable and worth sharing, right? So here you'll notice she has this belief in kind of the efficacy of her students to do the work to create those comics that are part of her classes. And I also want to point out in this statement in particular and in many belief statements that you're going to read, they don't always need to start with the sentence stem, I believe, right? Here they kind of can be worded in many different ways. Here she has, I assume, maybe you'll see I value or I expect things like this, right? So when you're reading some of these samples shortly, kind of be attentive to those belief statements. They don't always need to start with the word, I believe. So then a couple of tips for you, kind of guiding principles as you are doing your writing as you're working on your statement. So here we have the picture of this person hiding behind with the face behind a book. So really here we're saying, don't hide your belief statements from the reader, right? Don't make the reader kind of try to guess what your beliefs are. The purpose of the document of the statement really is to be explicit about what your beliefs are, okay? The second point we have is to avoid cliches, right? Sometimes we'll read things like, I'm really passionate about teaching or I love teaching. Things like this, when you're, you know, you can kind of think about those kinds of cliche statements that you hear often. Try to probe yourself a little bit deeper, right? What do I mean, for example, when I say that I'm passionate about teaching? What does that mean? And try to be a bit more specific. Go a bit deeper into what you mean. The next one is about jargon. So whether it's disciplinary jargon or kind of pedagogical kind of buzzwords, maybe words like innovative or experiential, right? These are kind of terms and words we hear all the time in the educational environment. But these words mean different things to different people. So it's really important if you're using those kinds of terminology that you take the time to define what these mean to you. That goes back to the statement really being quite personal for you. And then the last point I want to point out is about acronyms. Sometimes people in their disciplines or in their departments, they are using a lot of acronyms. But be sure for your reader, because whoever's reading might not be, you know, might not know all those acronyms. So just spell those out first for your reader, expecting they might not know. Okay, so now for the next piece. With that really brief kind of opening of belief statements, we're going to give you the chance to read some belief statements. So we sent this, we're going to put in the chat in a moment, five samples from five different disciplines. And we're going to ask you to keep your videos off and we're going to give you five minutes. We'll set the timer to choose one of the five. Okay, decide. You might want to choose the one whose discipline is kind of closest to yours or however you decide to do it. But in the five minutes, choose one that you're going to kind of skim through and read. And as you're reading, what we want you to be attentive to is the belief statements that you are reading. So you can use the highlighting tool in Word or underline whatever you'd like to do. And then after this, what we're going to do after the five minutes, we're going to come back together as a group, and then we're going to give you a time in a breakout room with a small group of colleagues who have read the same one and you'll get the chance to discuss the belief statements that you were reading. Okay, so there Isabel has put in the chat the Word document that has the five samples on it, the same one that we had sent earlier by email. So I'm just going to check if there's any questions before we let you give you the five minutes to read. So everyone, we'll welcome you back here into the space. We are getting ready for the next step, so it'd be great to know that you're still back here with us, whether you can send us an emoji or turn on videos or anything like that. Great, I got a whole bunch of thumbs up coming down, which is awesome. A couple of videos on, a bunch of videos on. Great, thanks everyone. So we know in that five minutes, you might not have had time to fully read the whole statement and that's totally fine, but just enough to kind of get the flavor of it and kind of get you started. Of course, you're going to have those samples now after the session, so you can later look through all of them at your own leisure. So what we're going to do next then is we're going to move on to step two. So in step two, we're going to get you into small breakout rooms, rooms of three, maybe four people max. And you'll have a chance, you're going to be in this room with someone who, or people who read the exact same sample that you just finished reading, okay? And you'll get the chance to kind of chat through those statements that you were thinking about. So what were the phrases, what were the words or sentences that communicated the instructor's belief? So you're really trying to zero in on kind of the language, right, around those belief statements. And anything else, perhaps if you have time in your groups, anything else you might have noticed about this example? So we're going to pop those two questions that you see on the slide into the chat so that you're going to have those with you when you go off to breakout rooms. So here's how we're going to facilitate the breakout room. You're going to have 12 minutes there, what we're going to do in a moment. Judy's going to open the breakout rooms and you will self-select which room to go into. So what that means, you should see now the breakout room button down below in your Zoom bar. You can see a series of the different rooms. There's multiple rooms because what we're hoping you can do is watch as people join. If a room gets to three people, join a different room. So we really want to make these small spaces. This might take a moment for everybody to get into the right room and move yourself around. And we also are asking if you could try to remember which breakout room you're in because in the second half of this, we're going to put you back with the same group of people. So you can feel free now. You can see I see a couple people going off into choose the room, the discipline that you were reading. If you see three people, choose the next option. And somebody else will join you there. All right. I see people joining now. That's awesome. If anybody cannot see the button or needs help getting into a room, please let us know in the chat which room we should add you to. Thank you very much. So we just spent some time to look at belief about our teaching and students learning. And now this is the time to show people that you don't just think about this. We are telling people exactly the concrete steps that you're doing that you enact your belief. And yes, so we need to be very convincing. And so I need to advance my side now that I have the power because in the past, this is a new update. So this is a new update on Zoom. So we really wanted to make it very clear. We don't want to let our readers to fish and run and look for it. How do we know that you believe in problem-based learning and having partnership? So we need to make it very clear, very convincing. It has to be very concrete and show people the examples. And other things that I would like to stress that this is not about what you believe or what you aspire to do. I want to build community. We want people to know that how you build community. I build community by doing this, by having this. So we want real action, not just what you want to do and what you want to become. So really concrete examples. Let's just look at one example again. Just one because of time. So in these statements, so some of you also read this, I believe that students benefit from a variety of instructional methods. This is the belief statement. So we continue to see a paragraph. So in the blue statement there, I use different learning strategies that depends on the material being taught and the focus of the class. So this is what we said what he's doing. He used different learning strategies in different classrooms. So then I am just going to be very nitpicking here. For me, and I heard you from in the chat that you also disagreed. There's some disagreement on how much stuff that you would like to go into. And in the very beginning, we also talk about is this teaching philosophy, teaching philosophy statement is standalone document. If it's a standalone document, I as a reader, I would feel that this is not concrete enough. However, if this is a document, this is just the beginning of a dossier, there will be example, there will be more concrete examples of the type of activities. For example, I am really, really curious to know what is the learning environment? What is the strategies that we is actually trying to do for the type of classroom? What is the learning goal? What are students going to learn? Is it knowledge, skills or attitude? And what is the focus of the class? Is it a very reflective class and active class? So I would like to see more, but I understand that if this is only a standalone statement, one pager, two pager, that may not be enough room. So I would like to, we are going to have another exercise and we are going to put some questions in the chat. And so we will, these are the questions that we will ask you to go back into the class in the same breakout room. So that's why we ask you to try to remember where you are, but don't worry, I took notes, so I remember where you are, where you were. So go back into the same breakout room and look at the same statement. Now, compare your notes with your peers. And I know that you've already started talking about this. So there's already some disagreement in some room, but not every room, because I know there's some room with only two people, some room with four. So we would like you to start to identify the evidence that aligns with the statement. And what do you, as a reader, is it concrete and specific enough for you? Can you see the writer in action, the instructor in action? And if you have time, think about how you're going to, what changes you are going to make. So I'm going to open all the rooms again, and then you have about 12 minutes to go into your rooms and meet your colleagues again. I would like to hear, I am worse, read in the chat some of the evidence that you saw in the teaching philosophy statement. I also would like to ask for a volunteer who will be brave enough to turn on the video and amuse yourself and share an example that is so compelling, that you go, wow, this is so alive. It works with the belief. It's not my belief, but it shows the alignment, the belief and the evidence. Come on. I am really good with silence. I can't wait. Jenna, thank you. I'm not good with silence. Makes me very uncomfortable. But yeah, I guess Simone and I were chatting about Jonathan Barrett's teaching philosophy statement. And there's not one part that really saying, in terms of, oh, that's the best evidence I've ever seen that relates to it. But throughout, he really ties all of his belief statements to how he's enacted it in the classroom. Like, it's really weaved well throughout the whole statement. But we both agreed that they were more kind of generic examples and not very specific concrete. Like, this is exactly how I did it in this one classroom. So we thought there could be room for him to expand on that if he wanted to. But we're also curious on the point you were making before about how maybe if it's part of a dossier, you don't need to go into that level of detail. So yeah, that was just interesting to see. And we both agreed that we would probably want to put a little bit more specific detail about how we enacted it. Thank you very much, Jenna, for sharing, for volunteering. Yes, I was looking for the lower the hand button. I couldn't find it myself. So thank you, Jenna, for lowering your hand yourself. And thank you for sharing. Sue, can I pass the torch back to you? I think it goes, yes. So here we want to open just open the floor above for any questions, right? Anything that came up in your groups, anything you're thinking about as you're maybe getting getting prepared to work on your own, maybe update yours, maybe get started. Any questions? We're just opening the floor here at this point. Yeah, Kristen. I think one of the questions that came up in our group that predominated both of the breakout sessions was does the teaching philosophy statement need to stand alone? So I mean, we had some, you know, there was some disagreement or discussion about what is evidence, which, you know, Jenna had just brought up. What level of evidence is required? How specific does it need to be? I mean, and I think the question we came back to was, you know, should this stand alone? Because if it doesn't, and then the person is going to go and look at my CV and see the examples, then how clear, how specific, how evidence oriented does it need to be? Yeah, good question. Yeah. And I think if we go back to what Judy had mentioned earlier, thinking about whether it is standalone or whether it is part of a larger piece like the dossier, then, you know, you can adapt and make those changes around the specificity that you need to. But I'll, I saw ease about you unmuted for a sec. So I'm going to pass it to you for any thoughts. An eagle-eye Sue Hampton, jeez. Yes, to what you just said, Sue. And I think, yeah, it really depends because if you're only being asked for a teaching philosophy statement and your CV is part of an application, you want to make sure that that teaching philosophy gives your reader a sense of who you are and whether you'll fit, right, within the context. So if they're seeing, you know, sort of again, like if the disciplinary norms are around, I don't know, I don't know what, like if there's a lot of collaboration and that and you're somehow demonstrating that that's not part of your approach, then that would give them some information, right? Because this is really often it's about fit. Yeah, it's about competence and qualifications and all that, but really ultimately it's a lot about fit. And then the piece around, you know, how do you, how do you, what is that kind of that right happy place between being specific, but also you only have one or two pages? And so the way I usually talk about it when I'm giving people some feedback, when I've been invited to give feedback on a teaching philosophy statement is like, paint me a picture, give me a snapshot of what it, if I were a fly on the wall, you know, in your classroom, in your teaching, what would this look like? So again, back to, you know, I take whatever, I incorporate collaboration in my teaching. I mean, that could mean like a million different things. So I want to know what does it look like for you, just in a few sentences. And again, you don't need to have a whole bunch of these examples, but because this is not aspirational, as Judy was pointing out, like this is your teaching philosophy is about how you teach now. And that's why it's also a really good reflective document is because you'll be able to see how much your teaching changes and evolves over time is to, yeah, to give that snapshot and to make sure that whatever you're stating is important to you is actually reflected in your practice as an instructor. Hopefully that helps. Yes, Sally, I see your hand up. Go ahead. Yeah, I was in a group of three and we discussed, we'd further the kinesiology one. And I thought that might be a good example of what you were just saying, but in a different, from a different perspective, where what I'm hearing, and correct me if I'm wrong, to my teammates, Vincent and Mira, but because, you know, that's an example of one where it's a very succinct, it's quite aspirational, perhaps, although it's not stated that way. There are no specifics of who this person is. So whether it's a standalone or part of a dossier where you can read more into it later. First of all, there's no reference to something that we might see in the dossier, nothing specific. And I don't know who this person is. I just read a very nice summary of what one should do or what one thinks one should do. And I liked, and I think it worked with my team when I said, well, who are you when I read this? I want to know who you are. It'll be reflected in every way you craft it. Yes, the difficulty is doing it in a concise fashion, but I want to hear you. Who are you? Thanks for that, Sally. Yeah, absolutely. So thinking through the need for some of those specifics, because the reader really does want to get a sense of who you are in the classroom and wants to walk away, even if it's a one-pager, having that sense. Yeah, thanks for that, Sally. Andrea, over to you. Yeah, we actually had the same one, Reed Ferber, I actually think might have been one of my professors many years ago in my undergrad. And we had the exact same sort of comment that the first time we read it, we really appreciated just how clearly written it was or how non-jargony, but then when we went back and tried to ask that question of who is this person or could we picture them teaching? We have a lot of questions. Like we couldn't answer it as a standalone, if you consider it a standalone document. But the one question, I guess, that we also had was how, what are some ways that you can communicate, like not just examples, but a bit of the context in which you're teaching? And if you think about a teaching statement or a teaching philosophy as like, you know, my values probably don't change from one semester to another or from one classroom to another. But often the context that I'm teaching does change. I might teach 200 students who are first year students in a required class in one semester. And then, you know, the next semester, I'm teaching 40 students who've selected my class because they've got a very particular interest or like reason to be there. So like what are some of the ways you might be able to, or is that, I guess, is that important? Like what you say, can you picture this person? How do you convey a bit like, whether the environment or the like particular purpose of teaching a course versus a broader like philosophy or approach to teaching? Yeah, excellent question, Andrea. So I will respond, but then I'm going to open it here to Judy and Isabel and maybe even Sally who has her hand up too because everyone might have some ideas here. I think that painting that context piece in the opening can be really, really important in kind of sharing a bit more about, you know, and you might have different ways that you approach those different kinds of classes which can come out as part of your philosophy and the way that you think about what you're doing with different learners, different audiences, and different classes. So I think there is definitely a way for you to weave that through the statement. But I'm going to open the floor here and see if my co-facilitators or Sally also want to respond. Let's open it up to Sally and then... Yeah, I think you just stated it yourself, the very fact that you recognize it and state that. Andrea, that I teach in multiple settings and it immediately brings the issue of partnership. You know, in these settings, you're different. Both yourself and the individual, the learner is in a different context and would behave differently. The very fact that you recognize that as a statement that I, you know, first of all, let your audience know you're teaching multiple settings which impacts how you approach it. But they also, it impacts how they learn. I think just stating those things tells me a lot about you. You recognize you're a different person, different settings. You have different resources available to you, time-wise, tool-wise. There are things you can't do in a big class. You can't do... You know, all of that comes out just by you stating that. I already like you. You're thinking you have experience, right? So maybe it doesn't need to be that specific so that under every setting, you provide an example. But the very fact that you stated it tells me something about you, a quite important thing about you. But my question just comes out of the comment just I received right now. So how... I know that we should be a specific and objective about the examples that we give or the evidence. But how should we be specific about ourselves? Are we introducing our... This is not a CV or a resume or it comes as part of my dossier for tenure promotion. So am I giving my background here as well? Or is it... I know that it would give some information about me anyways. But how specific should I be about my background? Setting of the class or my setting? Do we need to make the distinction or not? Yeah, it's a good question. Thank you. I'll start and then we'll see what others want to add to it. So if this is for tenure and promotion, this is definitely not a standalone. And so you want to be careful about not duplicating too much between your dossier, your CV, your teaching philosophy statement. When you're thinking about an entire package, what you want to be thinking about is kind of setting the stage for what is going to be elaborated on in your dossier. So for example, if you were to state that there's a particular approach, like if you were in your teaching philosophy statement to put, let's just take the example that was given, is that you use different approaches and modalities, depending on the specifics of the class and the learners. And then I were to read your dossier and it looks kind of like a cookie cutter approach. You take the same kind of approach regardless of whether it's 20 students or 200 students, whether it's an elective or not. Then I might say, well, this is inconsistent. This is not congruent with what was in the teaching philosophy statement. So you don't have to give extensive to your background question. You only have one or two pages. People are reading it as part of a bigger thing. You want to give them a sense of what you care about as a teacher and how you promote student learning on what kind of basis you're taking that. And as I mentioned, the cynical part of me, like your reader isn't necessarily, they don't have a checklist necessarily about what they're looking for. A lot of us are just doing this kind of without a real process. And then I guess the final piece is always, always, always get other people to read through your materials before you submit because there will be departmental and disciplinary norms, things in your faculty that are kind of just part of how people do things that it's always good to get some input from other people. I'll stop there. Thank you so much. Open it up to others. So there's a question in the chat about if I'm very early in the career that don't have a lot of experience, for example, can the teaching philosophy statements be inspirational? I'm going to chime in first and then I welcome everyone to share what you think. I would say yes, it can be inspirational, but my biggest, my worry from what I've seen in the past is that you are aspire to do too much and that as a reader, I'm like, are you sure you can do that? What if you're going to teach a first-year level course, like as Andrea mentioned with 200 students, it's a required course. Are you sure that you can answer with every single student and have you copy with them every day? Like I just, inspirational is good, but also make sure that it's doable. And yes, so not to over promise. And so I think in the end, having some concrete life experience, let's say I work with a mentor and this is how my mentor taught and I would like to replicate some of the work that my mentor has done in the past that might be better than just being like, I wanted to talk to every single student in my spare time. Just worry that it will be over promising. Yes, so that's my thought on that. Any other tips for someone who's new in the career or do we have other questions? I'll just say if you're new and you don't have too much experience and you're applying for a position where teaching is required, I'm stating the obvious here, but get as much experience as you can, even if it's a guest, just a guest lecture or one off. You can do those and that will give you more insight into your approach too. But it's also about providing concrete examples, what your former supervisor has done, that are live with your own value and how you see that the evidence actually promotes student learning. I think in the end we need to go back to that student learning piece. Okay, thanks so much everyone for those really insightful questions and the conversation and dialogue. I am going to pass it over to Isabel to get you thinking about your next steps. Thanks Sue. Thank you for all your fabulous questions and input in the chat. That's great. So at this stage we're getting close to the end and we had said one of our learning objectives was that we would give you a moment to think about what your next step is and that could be that you want to block out time in your calendar or maybe you want to re-read the samples, whatever it is. But take a few seconds and get concrete because there's no point in coming to a session and then not applying it. Well anyway, that's clearly my personal philosophy coming out there. So just on your own, take a moment. What are you going to do? When are you going to do it? So if you need more time to think about that and of course, please take the time. You may also want to go back to that word, those beautiful words at the beginning of the session where you added one or two words about your approach to change. You might want to flesh that out. Oh great, thank you Sally for this. So we are going to formally close this session now with a big thank you to all of you for your engagement throughout and also to remind you that the three of us are available to provide support around teaching philosophy statements and what that typically looks like is with plenty of advance notice. If you reach out to us and you say, you know, I'm working on mine, would you be able to look it over, provide any thoughts? A reminder that none of us are faculty members. We are staff, so we bring that and we're educational developers who've been working in this field for a really long time, so we bring that. But as I mentioned a few moments ago, always, I always recommend that you ask one of your colleagues to review your work. So thank you. So an invitation to come back to us. Thank you for being here today. And we also have a very, very, very short survey that invites your feedback and it would be so helpful for us to get your feedback on this session or any additional resources that you know that you'd like to see from CTLT. Judy has put the link there. If you could please go to that now, take one or two minutes to do that, but we will officially close this now and we'll stick around for just a few minutes and then close the Zoom room in about five minutes. Thank you everybody. Thanks everyone. Great to see you today.