Developing your Research Statement: "Developing your Research Statement
Britt Argow, Wellesley College, and Rachel Beane, Bowdoin College, wrote this page for the 2009 Pursuing Academic Careers Workshop.
Variably called a Statement of Research Goals or Interests, Research Agenda, or Research Statement, many academic job searches give you the opportunity to present your scholarly accomplishments in a summary document. A research statement is often a critical part of your job application packet, but it doesn't end there. Throughout a career in academia you are likely to be asked to prepare similar documents for annual reviews, reappointment and tenure packages, and for promotion. Shorter summaries may be submitted for awards or publicity, or may appear on your departmental web pages. For this reason, the time you commit to crafting a thoughtful and provocative statement of your research interests is an investment in your academic career.
Purposes of a research statement
An effective research statement accomplishes three key goals:
1. It clearly presents your scholarship in non-specialist terms;
2. It places your research in a broader context, scientifically and societally; and
3. It lays out a clear road-map for future accomplishments in the new setting (the institution to which you're applying).
Another way to think about the success of your research statement is to consider whether, after reading it, a reader is able to answer these questions:
1. What do you do (what are your major accomplishments; what techniques do you use; how have you added to your field)?
2. Why is your work important (why should both other scientists and non-scientists care)?
3. Where is it going in the future (what are the next steps, and how will you carry them out in your new job)?
Tailor your research statement
Research statements are not one-size-fits-all, and of necessity will reflect the nature of your research, your level of experience and expertise, and the type of institution to which you are applying. When applying to top-tier research universities, your research statement ideally works to demonstrate that you will bring unique and critical expertise, grant opportunities, and potential for high productivity to the institution. Liberal arts colleges often expect a balance between teaching and research, and therefore you might want to include examples of how students have been or will be involved in your research program. Two-year colleges rarely request a research statement as part of the application package, and in general it is a good idea to respect their guidelines. If, however, you have research plans that you could conduct in this setting with little funding that would involve students in a research experience, you may want to volunteer an additional statement that showcases the educational impact of your work and makes your application stand out (while making clear that you understand the environment and mission of the institution).
Consider carefully the needs of the institution to which you are applying, and tailor your research statement to meet those needs. Keep in mind the realities of facilities, teaching loads, and other institutional support, especially if you are applying to institutions quite different from your doctoral institution. Write a statement that proposes a plan of research compatible with the opportunities available at the target school, or explain what collaborations you expect to develop to gain access to needed facilities or equipment. You may want to consider the current research programs of the faculty at the target institution, and then explain how your proposed research program broadens, strengthens, and complements the current program. If you are applying to several different types of job opportunities, you may need several versions of your research statement.
Some general do's and don'ts
* Do ask your doctoral research adviser, a recent hire in your department, or former graduate student colleagues who have moved on to academic jobs (especially in your target type of institution) to look over your research statement.
* Do (respectfully) ask to look over copies of the research statements of friends and colleagues who have had successful job searches, or those of junior faculty in your department.
* Do refer to your own past publications and presentations (cite them) as appropriate when describing your research.
* Do tailor your statement to each type of institution to which you are applying.
* Do proof-read carefully, and ask a friend or mentor to review it as well, before sending it out.
* Don't wait until the last minute to write your research statement!
Further Resources
* Planning your Research Program is one of the great challenges of transitioning from being a graduate student to a PI in your own right. This is a page of resources from the workshop for Early Career Geoscience Faculty on teaching, research, and managing your career, including a worksheet to help you plan your research program."
Tuesday, January 12, 2010
Purdue OWL
Purdue OWL: "When you're applying for a faculty position with a college or university, the cover letter is your first chance to make a strong impression as a promising researcher and teacher. Below you'll find some strategies for presenting your qualifications effectively in an academic context.
Distinctions between Academic and Business Cover Letters
A cover letter for an academic job has a function similar to one for a business job, but the content differs significantly in quantity and kind. While the general advice for business cover letters—such as tailoring your letter for the specific job and selling your strengths—still applies, a cover letter for an academic position should be long enough to highlight in some detail your accomplishments during your graduate education in research, teaching, departmental service, and so on. The typical letter is thus usually one and a half to two pages long, but not more than two—roughly five to eight paragraphs.
The First Paragraph
In the opening of your letter you need to convey some basic information, such as what specific position you are applying for (using the title given in the job notice) and where you learned of the opening. Since a cover letter is a kind of persuasive writing (persuading a hiring committee to include you on a list of candidates for further review), the first paragraph of your letter should also make the initial claim as to why you are a strong candidate for the position.
Tailoring for Your Audience
In an academic context knowing your audience means reading the job notice carefully and knowing the type of institution to which you are applying. Most graduate students have studied a broad range of material within their discipline before specializing in a narrow field for the dissertation project. Since it is rare to find a job notice specifying your exact qualifications, you need to emphasize those aspects of your graduate training that seem particularly relevant to the position advertised.
* Job notice: If you've written a political science dissertation on populism in early twentieth-century US national politics, you probably won't respond to a notice seeking a specialist in international politics during the Cold War. But you may wish to apply for a position teaching twentieth-century US political parties and movements. In this case you would want to stress the relevance of your dissertation to the broad context of twentieth-century US politics, even though the study focuses narrowly on the pre-World War I period. You might also highlight courses taken, presentations given, or other evidence of your expertise that corresponds to the job notice.
* Type of institution: Often the job notice will provide a brief description of the college or university, indicating such factors as size, ownership (public, private), affiliation (religious, nonsectarian), geography (urban, suburban, rural), and so on. These factors will influence the kind of information emphasized in your letter. For example, for a job at a small liberal arts college that focuses on undergraduate teaching, you would emphasize your teaching experience and pedagogical philosophy early in the letter before mentioning your dissertation. On the other hand, for a job at a large research university you would provide at least one detailed paragraph describing your dissertation early in the letter, even indicating your plans for future research, before mentioning your teaching and other experience.
Other Advice
If you're still working on your dissertation, you should mention somewhere in the letter when you expect to be awarded the Ph.D., even being as specific as to mention how many chapters have been completed and accepted, how many are in draft version, and what your schedule for completion is. Last-paragraph tips include the following:
* Mention your contact information, including a phone number where you can be reached if you will be away during a holiday break.
* If you will be attending an upcoming major professional conference in your field, such as the MLA convention for language and literature professionals, indicate that you will be available for an interview there. Be sure to mention that you are available for telephone or campus-visit interviews as well.
* If you have some special connection to the school, type of institution, or region, such as having attended the school as an undergraduate or having grown up in the area, you may wish to mention that information briefly at some point.
* Mention your willingness to forward upon request additional materials such as writing samples, teaching evaluations, and letters of recommendation."
Distinctions between Academic and Business Cover Letters
A cover letter for an academic job has a function similar to one for a business job, but the content differs significantly in quantity and kind. While the general advice for business cover letters—such as tailoring your letter for the specific job and selling your strengths—still applies, a cover letter for an academic position should be long enough to highlight in some detail your accomplishments during your graduate education in research, teaching, departmental service, and so on. The typical letter is thus usually one and a half to two pages long, but not more than two—roughly five to eight paragraphs.
The First Paragraph
In the opening of your letter you need to convey some basic information, such as what specific position you are applying for (using the title given in the job notice) and where you learned of the opening. Since a cover letter is a kind of persuasive writing (persuading a hiring committee to include you on a list of candidates for further review), the first paragraph of your letter should also make the initial claim as to why you are a strong candidate for the position.
Tailoring for Your Audience
In an academic context knowing your audience means reading the job notice carefully and knowing the type of institution to which you are applying. Most graduate students have studied a broad range of material within their discipline before specializing in a narrow field for the dissertation project. Since it is rare to find a job notice specifying your exact qualifications, you need to emphasize those aspects of your graduate training that seem particularly relevant to the position advertised.
* Job notice: If you've written a political science dissertation on populism in early twentieth-century US national politics, you probably won't respond to a notice seeking a specialist in international politics during the Cold War. But you may wish to apply for a position teaching twentieth-century US political parties and movements. In this case you would want to stress the relevance of your dissertation to the broad context of twentieth-century US politics, even though the study focuses narrowly on the pre-World War I period. You might also highlight courses taken, presentations given, or other evidence of your expertise that corresponds to the job notice.
* Type of institution: Often the job notice will provide a brief description of the college or university, indicating such factors as size, ownership (public, private), affiliation (religious, nonsectarian), geography (urban, suburban, rural), and so on. These factors will influence the kind of information emphasized in your letter. For example, for a job at a small liberal arts college that focuses on undergraduate teaching, you would emphasize your teaching experience and pedagogical philosophy early in the letter before mentioning your dissertation. On the other hand, for a job at a large research university you would provide at least one detailed paragraph describing your dissertation early in the letter, even indicating your plans for future research, before mentioning your teaching and other experience.
Other Advice
If you're still working on your dissertation, you should mention somewhere in the letter when you expect to be awarded the Ph.D., even being as specific as to mention how many chapters have been completed and accepted, how many are in draft version, and what your schedule for completion is. Last-paragraph tips include the following:
* Mention your contact information, including a phone number where you can be reached if you will be away during a holiday break.
* If you will be attending an upcoming major professional conference in your field, such as the MLA convention for language and literature professionals, indicate that you will be available for an interview there. Be sure to mention that you are available for telephone or campus-visit interviews as well.
* If you have some special connection to the school, type of institution, or region, such as having attended the school as an undergraduate or having grown up in the area, you may wish to mention that information briefly at some point.
* Mention your willingness to forward upon request additional materials such as writing samples, teaching evaluations, and letters of recommendation."
Deveoping your Teaching Statement
Deveoping your Teaching Statement: "Through the exercises that follow, you will develop your own, individual, teaching statement. (These exercises, and a few others, are published in Ellis and Griffin, 2000.) Although the teaching statement is often called a statement of teaching philosophy or a statement of teaching interests, these terms are somewhat misleading. It may help you to think of your teaching statement as a persuasive essay, the purpose of which is to persuade your readers that you are an excellent teacher, and would make a valuable addition to their department. As with any persuasive essay, the more concrete examples you can give to support your statements, the more persuasive it will be.
In preparation for writing your essay, take some time to gather your thoughts.... The three exercises below are designed to help you reflect on your experiences as a student, and your experiences and aspirations as a teacher. You can work your way through them at your own pace; you may find it helpful to give yourself a few hours or days to mull over some of the questions. You also, of course, can choose to skip any questions that don't seem applicable to you, or jot down any thoughts that come to you as you answer other questions."
In preparation for writing your essay, take some time to gather your thoughts.... The three exercises below are designed to help you reflect on your experiences as a student, and your experiences and aspirations as a teacher. You can work your way through them at your own pace; you may find it helpful to give yourself a few hours or days to mull over some of the questions. You also, of course, can choose to skip any questions that don't seem applicable to you, or jot down any thoughts that come to you as you answer other questions."
Career Center :: Grad Student Home :: Get Employed :: Teaching Statements
Career Center :: Grad Student Home :: Get Employed :: Teaching Statements: "The Teaching Statement
Introduction
In general a teaching statement explains the basis for your desire to teach, your basic beliefs about what constitutes good teaching. the courses you are prepared to teach in addition to the ones requested/currently offered, and why you believe your subject is vital to the liberally educated citizen.
Preparation
* Enter notes into a teaching log/journal after each class session. Include notes on self presentation, content plans/questions/problems, student questions and your responses like this one:
“ ‘Um, I wanted to ask you. . .whether you think. . .that. . .um. . .being a feminist makes you. . .you know, narrow?’ Her eyes shoot up to mine…I know as they say, exactly where Shelley is coming from. It is a prominent feature of this student body, the philosophy that commitment to a belief system defines you, thus narrows you. They want all options open, no bridges burned; they also want no labels to hamper their social lives, to make them feel exposed, known, and categorized. I remember this. I remember myself at exactly this age, seeking a find of freedom and also a kind of shelter in fuzziness. In indefinition. I could be anything, and thus didn’t have to be anything in particular.” Gail B. Griffith. Calling: Essays on Teaching in the Mother Tongue. 1992.
* Ask students for evaluations in mid-course. Don’t wait until the summative end-of-course evaluation. Options: ask students to write down the steps they took to solve a problem, describe time/activities they took to prepare for a class session/test, respond briefly to a discussion question and exchange with peers before oral discussion period, write one-minute papers at the end of class on the main points/muddiest point.
* Get into the habit of peer assessment. Ask a peer/mentor to look at a videotape of a class for feedback, observe a series of classes, or interview your students about your strengths and weaknesses.
Content
Your teaching statement should discuss what you believe good teaching in your field is. It should include examples of real teaching moments where you have tried to practice your pedagogical values and methods. Eliminate truisms. Avoid coming across as arrogant or preachy. Make sure you create the impression of enthusiasm, conviction, and reflectiveness about your teaching as a scholarly task and a lively art. Review your teaching log and use journal scholarship on teaching in your field, the Duke Graduate School’s pedagogical development resources and internet resources to assess/articulate:
* Your identity as a teacher
Bearer of a Dying Tradition
Master/Expert
Authority
Challenger of Received Ideas
Connector
Orientator/Guide
Learning Coach
Cheerleader
Moderator/Mediator
Disciplinarian
Surrogate Parent
Counselor
Chum
* Your approach to the subject matter:
Course function in liberal education/ in your discipline
Key concepts
Content organization
Methods of presentation
Learning activities/desired learning outcomes
Ways to evaluate student progress
* Your attitude toward your students, their backgrounds, goals, expectations, learning/personal needs, their satisfaction/course evaluations, attitude toward students’ ideas and time, out-of-class interaction/service/field/laboratory learning
* Ask for feedback on your statement from experienced mentors.
Clips from Teaching Statements
Biology
I am a broadly trained biologist and am qualified to teach a diversity of existing courses and new courses to compliment the Oberlin biology curriculum. For all courses I would take a conceptual approach to organizing the material, and would aim to teach not only the subject matter itself, but how the subject matter can throw light on the process of science and what it means to be a scientist. In addition to Animal Behavior and Introductory Biology, I can offer seminar courses on the topics of Sexual Selection, Animal Communication, Invertebrate Biology, and Phylogeny, Ecology & Behavior. I am also interested in developing an interdisciplinary course in Women in Science, perhaps in collaboration with philosophy, history, or sociology faculty. For Animal Behavior, I believe that no one has improved on Tinbergen’s conceptual organization of the diverse approaches to the study of animal behavior and I would organize the course around his four questions of behavior: mechanism, development, current function, and evolution. Animal Communication is an excellent venue for evaluating each of these research approaches as it is a field of behavioral research in which each of these four areas is well developed. Sexual Selection is a good topic for giving students a taste of how scientific controversies develop and are resolved in the literature. Invertebrate Biology can provide a valuable understanding of the diversity of life and evolutionary patterns and processes. Phylogeny, Ecology & Behavior can convey the excitement of a quickly expanding field that brings new approaches to answering old questions. Women in Science is an excellent topic for exploring how science is affected by society and vice-versa. Judging from my experience in teaching at Cornell, I can look forward to learning more about each of these topics as I teach about them. It is this interplay between what we can offer to students and what we can learn from them that makes teaching such an exciting intellectual endeavor.
Musicology
I should underline here that the aesthetic discussions that I encourage are absolutely compatible with a traditional, canonical, work- or subject-oriented approach to music history, world music, or theory -- an approach that I fully support. Essentially, I embellish or ornament a traditional base with auxiliary material because it is important to make students aware of broader methodological issues -- for example, that some boundaries are expandable, and that musical compositions should be understood in context. I like to introduce women composers so that students are at least aware that there are some. It is also instructive to use different recordings of the same piece or to present a traditional recording in comparison with an 'authentically reconstructed' one and to let the students argue out the issues of which is better and why. When students feel that their opinions count and that it is alright to argue, they will engage in the process of learning, and it is these discussions that they will ultimately remember.
Because of my own experience as a liberal arts college graduate, I have never considered teaching and learning to be merely about facts, set only in the classroom, and concerning only the mind. This is just the surface level of education. A deeper --and more serious -- level concerns how the experience of learning the facts can instill a spirit of discipline, self-confidence, and love of the subject, of learning, of critical inquiry into the student who, in the vast majority of cases, will go on, not to study music, but follow other careers. Perhaps there is really no essential difference between sports, community events, outdoor activities, study abroad, classes, and all the other organized and unorganized events that take place in an academic context of the 'ethics of care': their ultimate goal should be to develop skills and values (whether physical, emotional, spiritual, or intellectual) that the entire academic community—students, faculty and staff-- can apply to other contexts throughout their lives.
Computer Science
In “Discrete Structures of Computer Science” students learn the fundamental mathematical concepts that are the basis for Computer Science. This was the first course I taught, and while the results were not terrible, both the students and I had criticisms of my performance. One key problem I encountered was that I overestimated the intellectual and academic maturity of the students. For example, I found that weekly quizzes were an insufficient means of keeping students 'on track' in the course. A second problem was that the programming assignments were too difficult. As a result of my software engineering background, I required not only that their programs be correct, but also well-designed.
In hindsight, I should not have attempted to address the problems students were having designing good programs. It distracted from the main objective of the course. When I discussed this issue with other faculty members, I quickly found that I was not the only person to notice the problem. Since then, the faculty has approved a new software development course (CSci 301) to help address the issue. I have been involved in its development, and will likely teach the course in the future.
I am looking forward to teaching CSci 243 again, because I believe that I can teach more effectively as a result of these lessons. For example, instead of weekly quizzes I will require students to turn in homework every lecture. In light of the new programming course, I plan to remove the programming component entirely, replacing it with a set of non-programming 'application' assignments.
For example, in one assignment students might apply concepts such as sets, functions, and recursion to write software specifications. In another assignment, students might learn how such specifications can be used to automatically check the correctness of software. In a later assignment, students may use graph theory to model a computer network, and apply algorithms taught in the class to compute properties of the network. Through such applied assignments, students will gain a deeper understanding of relationships between concepts taught in the class and real problems in Computer Science."
Introduction
In general a teaching statement explains the basis for your desire to teach, your basic beliefs about what constitutes good teaching. the courses you are prepared to teach in addition to the ones requested/currently offered, and why you believe your subject is vital to the liberally educated citizen.
Preparation
* Enter notes into a teaching log/journal after each class session. Include notes on self presentation, content plans/questions/problems, student questions and your responses like this one:
“ ‘Um, I wanted to ask you. . .whether you think. . .that. . .um. . .being a feminist makes you. . .you know, narrow?’ Her eyes shoot up to mine…I know as they say, exactly where Shelley is coming from. It is a prominent feature of this student body, the philosophy that commitment to a belief system defines you, thus narrows you. They want all options open, no bridges burned; they also want no labels to hamper their social lives, to make them feel exposed, known, and categorized. I remember this. I remember myself at exactly this age, seeking a find of freedom and also a kind of shelter in fuzziness. In indefinition. I could be anything, and thus didn’t have to be anything in particular.” Gail B. Griffith. Calling: Essays on Teaching in the Mother Tongue. 1992.
* Ask students for evaluations in mid-course. Don’t wait until the summative end-of-course evaluation. Options: ask students to write down the steps they took to solve a problem, describe time/activities they took to prepare for a class session/test, respond briefly to a discussion question and exchange with peers before oral discussion period, write one-minute papers at the end of class on the main points/muddiest point.
* Get into the habit of peer assessment. Ask a peer/mentor to look at a videotape of a class for feedback, observe a series of classes, or interview your students about your strengths and weaknesses.
Content
Your teaching statement should discuss what you believe good teaching in your field is. It should include examples of real teaching moments where you have tried to practice your pedagogical values and methods. Eliminate truisms. Avoid coming across as arrogant or preachy. Make sure you create the impression of enthusiasm, conviction, and reflectiveness about your teaching as a scholarly task and a lively art. Review your teaching log and use journal scholarship on teaching in your field, the Duke Graduate School’s pedagogical development resources and internet resources to assess/articulate:
* Your identity as a teacher
Bearer of a Dying Tradition
Master/Expert
Authority
Challenger of Received Ideas
Connector
Orientator/Guide
Learning Coach
Cheerleader
Moderator/Mediator
Disciplinarian
Surrogate Parent
Counselor
Chum
* Your approach to the subject matter:
Course function in liberal education/ in your discipline
Key concepts
Content organization
Methods of presentation
Learning activities/desired learning outcomes
Ways to evaluate student progress
* Your attitude toward your students, their backgrounds, goals, expectations, learning/personal needs, their satisfaction/course evaluations, attitude toward students’ ideas and time, out-of-class interaction/service/field/laboratory learning
* Ask for feedback on your statement from experienced mentors.
Clips from Teaching Statements
Biology
I am a broadly trained biologist and am qualified to teach a diversity of existing courses and new courses to compliment the Oberlin biology curriculum. For all courses I would take a conceptual approach to organizing the material, and would aim to teach not only the subject matter itself, but how the subject matter can throw light on the process of science and what it means to be a scientist. In addition to Animal Behavior and Introductory Biology, I can offer seminar courses on the topics of Sexual Selection, Animal Communication, Invertebrate Biology, and Phylogeny, Ecology & Behavior. I am also interested in developing an interdisciplinary course in Women in Science, perhaps in collaboration with philosophy, history, or sociology faculty. For Animal Behavior, I believe that no one has improved on Tinbergen’s conceptual organization of the diverse approaches to the study of animal behavior and I would organize the course around his four questions of behavior: mechanism, development, current function, and evolution. Animal Communication is an excellent venue for evaluating each of these research approaches as it is a field of behavioral research in which each of these four areas is well developed. Sexual Selection is a good topic for giving students a taste of how scientific controversies develop and are resolved in the literature. Invertebrate Biology can provide a valuable understanding of the diversity of life and evolutionary patterns and processes. Phylogeny, Ecology & Behavior can convey the excitement of a quickly expanding field that brings new approaches to answering old questions. Women in Science is an excellent topic for exploring how science is affected by society and vice-versa. Judging from my experience in teaching at Cornell, I can look forward to learning more about each of these topics as I teach about them. It is this interplay between what we can offer to students and what we can learn from them that makes teaching such an exciting intellectual endeavor.
Musicology
I should underline here that the aesthetic discussions that I encourage are absolutely compatible with a traditional, canonical, work- or subject-oriented approach to music history, world music, or theory -- an approach that I fully support. Essentially, I embellish or ornament a traditional base with auxiliary material because it is important to make students aware of broader methodological issues -- for example, that some boundaries are expandable, and that musical compositions should be understood in context. I like to introduce women composers so that students are at least aware that there are some. It is also instructive to use different recordings of the same piece or to present a traditional recording in comparison with an 'authentically reconstructed' one and to let the students argue out the issues of which is better and why. When students feel that their opinions count and that it is alright to argue, they will engage in the process of learning, and it is these discussions that they will ultimately remember.
Because of my own experience as a liberal arts college graduate, I have never considered teaching and learning to be merely about facts, set only in the classroom, and concerning only the mind. This is just the surface level of education. A deeper --and more serious -- level concerns how the experience of learning the facts can instill a spirit of discipline, self-confidence, and love of the subject, of learning, of critical inquiry into the student who, in the vast majority of cases, will go on, not to study music, but follow other careers. Perhaps there is really no essential difference between sports, community events, outdoor activities, study abroad, classes, and all the other organized and unorganized events that take place in an academic context of the 'ethics of care': their ultimate goal should be to develop skills and values (whether physical, emotional, spiritual, or intellectual) that the entire academic community—students, faculty and staff-- can apply to other contexts throughout their lives.
Computer Science
In “Discrete Structures of Computer Science” students learn the fundamental mathematical concepts that are the basis for Computer Science. This was the first course I taught, and while the results were not terrible, both the students and I had criticisms of my performance. One key problem I encountered was that I overestimated the intellectual and academic maturity of the students. For example, I found that weekly quizzes were an insufficient means of keeping students 'on track' in the course. A second problem was that the programming assignments were too difficult. As a result of my software engineering background, I required not only that their programs be correct, but also well-designed.
In hindsight, I should not have attempted to address the problems students were having designing good programs. It distracted from the main objective of the course. When I discussed this issue with other faculty members, I quickly found that I was not the only person to notice the problem. Since then, the faculty has approved a new software development course (CSci 301) to help address the issue. I have been involved in its development, and will likely teach the course in the future.
I am looking forward to teaching CSci 243 again, because I believe that I can teach more effectively as a result of these lessons. For example, instead of weekly quizzes I will require students to turn in homework every lecture. In light of the new programming course, I plan to remove the programming component entirely, replacing it with a set of non-programming 'application' assignments.
For example, in one assignment students might apply concepts such as sets, functions, and recursion to write software specifications. In another assignment, students might learn how such specifications can be used to automatically check the correctness of software. In a later assignment, students may use graph theory to model a computer network, and apply algorithms taught in the class to compute properties of the network. Through such applied assignments, students will gain a deeper understanding of relationships between concepts taught in the class and real problems in Computer Science."
Tuesday, January 5, 2010
Techtree.com India > News > Gadgets > Apple iSlate Purported Specs Surface Online
Techtree.com India > News > Gadgets > Apple iSlate Purported Specs Surface Online: "Whilst we assumed that there were enough of Apple iSlate speculations, along came the images of Apple iSlate technical specifications. An anonymous tipster tipped Phone Arena with documents of 7.1-inch Apple iSlate tablet which will feature Mac OS X 10.7 Cloud Leopard. Looking too good to be real, the specifications of the Apple iSlate will surely bring many on their toes. Sadly, the product launch is set on January 26 (which is still a couple of weeks away), and the tablet will go for sale in March.
As per the specifications document, the upcoming Apple Tablet is dubbed as iSlate and will bear 7.1-inch multi-touch widescreen display with 'intelligent feedback'. A special oleophobic coating layer will be applied on the touchscreen to make fingerprints resistant. However, one thing that we found odd was the way 'Multi-touch' has been mentioned and as per our knowledge Apple spells it as 'Multi-Touch'. That's where our doubt lies on whether this document is official or not.
Further more, the document mentions hardware specifications as 2.26GHz Intel Core 2 Duo processor with 3MB L2 cache, upto 8GB DDR3 1066MHz, 120GB HDD 4200RPM, built-in iSight camera, built-in Projector. Other features are standard like Gigabit Ethernet, SD Card Slot, Bluetooth 2.1 with EDR and 'AirPort Extreme' WiFi which is spelt as Airport Extreme WiFi with 802.11 draft N specifications."
As per the specifications document, the upcoming Apple Tablet is dubbed as iSlate and will bear 7.1-inch multi-touch widescreen display with 'intelligent feedback'. A special oleophobic coating layer will be applied on the touchscreen to make fingerprints resistant. However, one thing that we found odd was the way 'Multi-touch' has been mentioned and as per our knowledge Apple spells it as 'Multi-Touch'. That's where our doubt lies on whether this document is official or not.
Further more, the document mentions hardware specifications as 2.26GHz Intel Core 2 Duo processor with 3MB L2 cache, upto 8GB DDR3 1066MHz, 120GB HDD 4200RPM, built-in iSight camera, built-in Projector. Other features are standard like Gigabit Ethernet, SD Card Slot, Bluetooth 2.1 with EDR and 'AirPort Extreme' WiFi which is spelt as Airport Extreme WiFi with 802.11 draft N specifications."
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