X-Git-Url: https://projects.mako.cc/source/bmh-teaching_statement/blobdiff_plain/0d3a78aa1d4a5dd7b0ec485297956423832f715c..d5defaf23645ce338f91fb638073c8d53dae4009:/teaching_statement.tex

diff --git a/teaching_statement.tex b/teaching_statement.tex
index 5178631..074549a 100644
--- a/teaching_statement.tex
+++ b/teaching_statement.tex
@@ -70,11 +70,11 @@ 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. 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.''
+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
@@ -119,7 +119,7 @@ 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 lecture on online innovation communities, a case
+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.
 
@@ -127,7 +127,7 @@ 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, broadcast search, and the construction of vibrant user
+methods, innovation toolkits, and the construction of vibrant user
 communities.
 
 In addition to experience lecturing, I have also run a series of
@@ -140,9 +140,9 @@ 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 reading
-group on empirical research into online cooperation at the Berkman
-Center for Internet and Society at Harvard.
+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}
 
@@ -156,10 +156,10 @@ 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 advised and evaluated one thesis on technology
-design and am currently advising a social scientific analysis of a
-large free software community. In both cases, I have enjoyed meeting
-regularly and engaging with students over the course of their thesis
+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}
@@ -170,7 +170,8 @@ Undergraduate ---
 \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.
+  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
@@ -178,7 +179,7 @@ Undergraduate ---
 \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 readings and lectures on theory, implementation, and
+  incorporates reading and lectures on theory, implementation, and
   design.
 \end{enumerate*}
 
@@ -194,11 +195,9 @@ Graduate ---
   systems.
 \item \emph{Social Computing}: The theory, analysis, and design of
   large scale, computer-mediated social systems. Final projects will
-  challenge students execute a study of an existing community or to
-  design or create a new systems.
+  challenge students to execute a study of an existing community or to
+  design or create a new system.
 \end{enumerate*}
 
-
-
 \end{document}