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-\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}
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-\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-% unpublished draft.\\ Please do not distribute or cite without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