Feedback from Self-Reflection
Self-Reflection is an essential element of a system of evaluation of teaching. Reflection can be a powerful tool in allowing faculty to express their own goals and growth as an instructor. This can take many forms from a selected summary and reflection on a single instance of student feedback, thoughts on how an activity or assignment went with notes of what you might like to do the next time you teach a course, or even a day-by-day syllabus document in which you take 1 minute to write thoughts on how the class went. It can also encompass the reflections you write on annual reviews, the creation of a more formal statement of your teaching philosophy, collection of materials in a teaching portfolio or even a scholarly investigation into your teaching practices.
CELT offers consultations and coaching to help individual faculty develop teaching statements or portfolios. CELT also partners with faculty to help them get started with scholarly investigations about their teaching.
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Tools to help guide your reflection:
- Self-Reflection on Teaching (University of Washington)
- What Critically Reflective Teaching Is and Why It’s Important (University of St. Thomas)
- The University of Colorado Teaching Quality Framework Colorado prompts one to consider 7 dimensions of effective teaching (University of Colorado)
- The University of Southern California’s Center for Urban Education has provided a syllabus review tool for faculty members to reflect and examine how they have implemented equity-minded practices into their courses (University of Southern California)
- Articulating Your Teaching Philosophy (Teaching@Tufts)
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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