Teaching and Instructional Competencies
The artifacts assembled for this section are a product of the great fortune I have had to be a part-time instructor at Mount Saint Vincent while pursuing my Ph.D. I currently teach eight courses per year (two per term) and each affords me the opportunity to consider pedagogical strategies and theory, curriculum design, and how I can practically apply what I am learning about in the program in the classroom.
The first artifact is evidence of undergraduate or graduate teaching (Undergraduate Teaching Experience). While the previously included Curriculum Vitae would address this, I have instead prepared a document drawn from course evaluations, departmental reviews, and anonymous feedback from students via ratemyprofessors.com. Rather than simply indicating that I have taught at an undergraduate level (although I have done guest lectures in graduate course, as well), they go further and give some indication of how I, my courses, and my approach to delivering the courses are received.
While it is tempting to argue that any of the 3.5 hour classes I teach each week might constitute an academic seminar, I have chosen to include two formal seminar presentations. The first (On the Production of Expert Knowledge: Revisiting Edward Said’s Work on the Intellectual) explores theory covered in EDUC 8033 Contemporary Educational Theory and connects Greg Dimitriadis and Edward Said’s work on neoliberalization with the need for Hip Hop Based Education in higher learning institutions. The second (Remix: Critical Pedagogy and Hip Hop Based Education) was delivered in EDUC 8053 Advanced Research Seminar: Focus on Methods as a comprehensive seminar on the methodological underpinnings of my research to date.
The original/creative contribution document makes another appearance to address arts-based instruction. My earliest forays into education came from holding workshops with my musical partner EMC (aka Eric McIntyre). When we were starting out we were regularly facilitating workshops about the mechanics of hip hop writing and production. In later years, I offered workshops and seminars on writing and delivering spoken word poetry and did several guest lectures for creative writing courses. Lastly, through Hopscotch I have been able to facilitate workshops, roundtable discussions, and community action meetings that frequently involve arts-based instruction.
The final artifact is a course journal that I kept on the advice of my adviser, Dr. Valda Leighteizer. As previously stated, I am incredibly fortunate to have courses to teach while working on a Ph.D. in Curriculum Design. While my courses Music & Culture and The History of Rock & Roll were largely designed before I took them on (I have, of course, made them my own, including two formal course designs for online offerings of Music and Culture that were very well received), the course I teach called Rap, Resistance, and Religion was entirely my own creation. To be fair, Dr. Randi Warne gets the credit for the name of the course, but the rest was all me. After a few initial offerings that left me feeling like I could be doing it better, I took the suggestion that I keep a journal to help me see what is working and what isn’t. Since then, I have offered the course three times and have made significant changes each time. The artifact here (broken into three parts due to filesize upload limits) consists of the syllabus for each offering with text from the journal superimposed into the negative spaces. While I have yet to perfect the course, the document serves as evidence of ongoing curriculum development.
It is my hope that these artifacts, taken together, paint a picture of my time in the Ph.D. program, but also of my time as a teacher at MSVU and my growth into an educator. I enjoy the work of academia—the teaching, the theorizing about pedagogy, thinking about curriculum, finding conferences and journals to share my work, thinking about bigger and better research projects and publications. It is my hope that these documents convey even a portion of my enthusiasm for the work I am doing and look forward to doing in the future.
Each artifact was written, designed, and/or produced entirely by Michael McGuire with the exception of embedded video content in presentations which are duly cited.
Performing with the Halifax Music Co-Op Orchestra (2013)
To ensure that students will be prepared to assume the role of teacher and mentor in academia and other educational/training contexts, students will demonstrate a range of teaching competencies. While specific artifacts will be deter-mined in consultation with the Supervisory Committee, examples of items in this area might include:
(Click link to view artifact)
A Evidence of undergraduate or graduate teaching
B Academic seminar presentation
E Evidence of curriculum development, needs assessment or program evaluation