--- /dev/null
+\documentclass[10pt]{memoir}
+
+% based on kieran healy's memoir modifications
+\usepackage{mako-mem}
+\chapterstyle{article-3}
+\pagestyle{memo}
+
+\usepackage{ucs}
+\usepackage[utf8x]{inputenc}
+
+\usepackage[T1]{fontenc}
+\usepackage{textcomp}
+\usepackage[garamond]{mathdesign}
+
+\usepackage[letterpaper,left=1.2in,right=1.2in,top=1.2in,bottom=1.2in]{geometry}
+
+% packages i use in essentially every document
+\usepackage{graphicx}
+\usepackage{enumerate}
+
+% packages i use in many documents but leave off by default
+% \usepackage{amsmath, amsthm, amssymb}
+% \usepackage{dcolumn}
+% \usepackage{endfloat}
+
+% import and customize urls
+\usepackage[usenames,dvipsnames]{color}
+\usepackage[breaklinks]{hyperref}
+
+\hypersetup{colorlinks=true, linkcolor=Black, citecolor=Black, filecolor=Blue,
+ urlcolor=Blue, unicode=true}
+
+% add bibliographic stuff
+\usepackage[round]{natbib}
+\def\citepos#1{\citeauthor{#1}'s (\citeyear{#1})}
+\def\citespos#1{\citeauthor{#1}' (\citeyear{#1})}
+
+% import vc stuff after running `make vc`: \input{vc} \pagestyle{kjhgit}
+
+\newenvironment{enumerate*}%
+ {\begin{enumerate}%
+ \setlength{\itemsep}{0pt}%
+ \setlength{\parskip}{0pt}}%
+ {\end{enumerate}}
+
+\begin{document}
+
+\setlength{\parskip}{4.5pt}
+
+\baselineskip 14.5pt
+
+\title{Teaching Statement}
+\author{Benjamin Mako Hill}
+\date{}
+
+% \published{\textsc{\textcolor{BrickRed}{This document is an
+% unpublished draft.\\ Please do not distribute or cite without
+% permission.}}}
+
+\maketitle
+
+Graduating PhD students have spent most of their lives learning as
+apprentices. From their first day of grade school to their
+dissertation defense, students learn everything from reading and
+arithmetic to sociological theory and multi-level statistical modeling
+from teachers who use that knowledge themselves. ``I know something
+that I find useful,'' a teacher might say, ``and I want my student to
+be like me.''
+
+In much of higher education -- and in graduate and professional
+teaching in particular -- this relationship breaks down. In business
+schools, where I teach most often, lectures are given by professors
+trained as academic sociologists, economists, and psychologists. Of
+course, very few MBAs become social scientists. I have seen how a
+failure to recognize this dynamic can lead to a lack of respect and
+connection between teachers and students treated as, ``the folks who
+pay the bills.''
+
+Business school has also shown me that teaching that overcomes this
+dynamic can lead to transformative learning. Teaching across
+intellectual domains goes beyond the reproduction of skills and
+knowledge and becomes the creation of new knowledge in the context of
+students' personal experience. I understand that most of my students
+will not become researchers like me. I believe that in spite of this
+challenging relationship, and because of it, I can teach students in
+ways that surprise, connect, and enrich. In my teaching, I address
+this dynamic in three ways.
+
+First, I strive to make my teaching relevant to my students
+experiences and interests. I always seek to communicate why the
+material I teach is relevant and how it will be useful. I have taught
+similar concepts to engineers, MBAs, and executives and have worked
+to refine and tailor my message for each audience.
+
+Second, I attempt to involve students directly in learning. Even in
+large lectures, I engage students interactively in the discussion of
+examples from their experience and adapt my teaching to emphasize
+material they respond to more positively. In assignments, I challenge
+students to integrate course concepts with their experience and
+interests.
+
+Third, and most importantly, I structure my teaching around
+explicit mutual respect. Before each lecture, I reflect on the total
+student-hours my teaching will consume. I realize that in every class
+meeting, my students give me dozens, even hundreds, of hours of their
+attention. I strive never to waste it. I continually seek feedback
+from my students so that my teaching is more relevant, useful, and
+important to them.
+
+\section{Teaching Experience}
+
+Over the course of graduate school, I have learned to teach from my
+mentors and have put this philosophy into practice in lectures and
+seminars to MBAs, engineers, executives, undergraduates, and Masters
+students.
+
+Over the last three years, I have served as the teaching assistant for
+Professor Eric von Hippel's lecture courses on innovation where I have
+worked closely with students on the design and evaluation of their
+course projects. In these classes, I have developed, delivered, and
+refined a series of ninety-minute lectures as a guest lecturer. These
+lectures include a session on online innovation communities, a case
+study of consumer ``hacking'' of Canon cameras, and a practical
+lecture on attracting participants to online communities.
+
+After positive evaluations from students, I have been invited to give
+regular lectures in MIT's Executive Education and Visiting MBA
+programs. These lectures have focused on managing innovation, user
+communities, and practical tools for innovating that include lead user
+methods, innovation toolkits, and the construction of vibrant user
+communities.
+
+In addition to experience lecturing, I have also run a series of
+seminars for smaller groups of graduate students. Working with
+Professor Tom Malone, I coordinated an interdisciplinary seminar at
+the Center for Collective Intelligence. Working with Chris
+Csikszentmihályi, I organized and ran a graduate seminar on Free,
+Libre and Open Source Software in the Media Arts and Sciences program.
+
+Outside of organizing my own seminars, I have guest-taught in a number
+of seminars at MIT Sloan, the MIT Media Lab, the MIT Program on
+Comparative Media Studies, Harvard Law School, the Stanford Design
+School, and elsewhere. Since 2011, I have also coordinated a seminar
+on empirical research into online cooperation at the Berkman Center
+for Internet and Society at Harvard.
+
+\section{Mentoring}
+
+Of course, not all of teaching is unlike apprenticeship and I have
+enjoyed my experience as a mentor to developing scholars and
+researchers. I have had the pleasure of mentoring several
+undergraduates at MIT through the Undergraduate Research Opportunities
+Program. These students worked with me on both a full-time basis over
+the summer and in a part-time capacity over the academic year giving
+me experience both in day-to-day management and more hands-off
+relationships.
+
+Additionally, I have served as an external advisor to two Masters
+degree students. I evaluated one thesis on technology design and am
+currently advising a second student in a social scientific analysis of
+a large free software community. As an advisor, I have enjoyed meeting
+regularly and engaging with the student over the course of his thesis
+research.
+
+\section{Example Courses}
+
+Undergraduate ---
+
+\begin{enumerate*}
+\item \emph{Innovation in the Internet Age}: An introduction to the
+ theory and practice of innovation management. Topics include
+ traditional firm-based innovation as well innovation by users,
+ hackers, user communities, and free and open source software
+ developers.
+\item \emph{Quantitative Research Methods}: An introductory class on
+ applied statistics for social scientists. Topics include basic
+ statistical methods up to, and including, linear regression with
+ programming exercises using real data.
+\item \emph{Computer Mediated Communication}: An overview of practical
+ and theoretical issues related to computer-mediated
+ communication. The class focuses on analyses of practice but also
+ incorporates reading and lectures on theory, implementation, and
+ design.
+\end{enumerate*}
+
+Graduate ---
+\begin{enumerate*}
+\item \emph{Topics in Peer Production}: Seminar on foundational work
+ as well as recent advances in the study and support of free and open
+ source software, wikis, and remixing communities.
+\item \emph{Research Methods for ``Big Data''}: An introduction to
+ statistical methods and tools for finding and manipulating very
+ large datasets. Topics include network analysis, analysis of
+ unstructured text, and programming for massively parallel computing
+ systems.
+\item \emph{Social Computing}: The theory, analysis, and design of
+ large scale, computer-mediated social systems. Final projects will
+ challenge students to execute a study of an existing community or to
+ design or create a new system.
+\end{enumerate*}
+
+\end{document}
+
projects / bmh-teaching_statement / blobdiff