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Student works on homework in the campus center during the start of the spring academic semester.Faculty peers and learning specialists (e.g., CELT and ETS colleagues) can provide invaluable insight into your teaching through conversations, review of materials, and observations. Though it can feel intimidating to invite a peer’s feedback, reflection with peers can be a very effective way to add perspectives beyond your own and those of your students, and can provide a lens into potentially unexpected aspects of your teaching. 
We invite you to engage in the following examples of formative peer feedback — that is, feedback for your personal improvement in areas of your teaching that you want to examine and improve. These opportunities are intended to be collegial, mutually beneficial, and reflective. Any feedback received through these processes is for you to summarize, interpret, and report as you see fit in any reviews.
  • Participate in a cross-disciplinary Teaching Square (CELT can provide support and guidance)
  • Ask a colleague from CELT, from your department, or even from a different department to offer feedback on your teaching. An individual consultation with a CELT colleague could include the following:
    • Conducting a syllabus review
    • Reviewing examples of course materials (assignments and assessments) you have created
    • Observing a class in person or remotely – particularly useful if you would like feedback on a particular aspect of your teaching style or the classroom environment
    • Closely examining examples of student work and comparing with your intended learning goals
Want more information on teaching feedback and evaluation? 
  • The Evaluation webpage from Teaching@Tufts compiles online resources on midterm feedback, student evaluations, peer observation, self-reflection, teaching philosophy statements, and teaching portfolios.
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