‘reflection’
reflecting on teaching: what? for whom? why?
jun. 21, 2018—often, the motivation to improve one’s teaching by revising practices or experimenting with new initiatives stems from reflection. this reflection often focuses on feedback received from others, such as student evaluations or peer reviews. reflection further involves one’s own assessment of experiences, through self-observation and activities that foster self-analysis such as teaching workshops or individual...
reflecting on and documenting your teaching experiences
jun. 18, 2015—reflecting on teaching: what? for whom? why? often, the motivation to improve one’s teaching by revising practices or experimenting with new initiatives stems from reflection. this reflection often focuses on feedback received from others, such as student evaluations or peer reviews. reflection further involves one’s own assessment of experiences, through self-observation and activities that foster...
reflecting on and documenting your teaching experiences
jun. 8, 2013—reflecting on teaching: what? for whom? why? often, the motivation to improve one’s teaching by revising practices or experimenting with new initiatives stems from reflection. this reflection often focuses on feedback received from others, such as student evaluations or peer reviews. reflection further involves one’s own assessment of experiences, through self-observation and activities that foster...
summertime and course redesign
jul. 6, 2012—in a recent article in inside higher ed, benjamin rifkin, dean of the school of humanities and social sciences at the college of new jersey, outlines why and how the summer months can be the best time to review your teaching practices and verify they still align with your teaching philosophy. such reflection may take...
reflecting on your teaching
jun. 7, 2012—the regular academic year is over, grades are in, and graduations have been celebrated. as nashville rolls into its hottest months, now is the ideal time to reflect on your teaching this year. such reflection may take the form of thoughtful consideration of your learning goals and how your students met them. it may begin...
summer reading recommendations from cft staff
jun. 1, 2012—by cft assistant director nancy chick as the year shifts into the relatively quieter rhythms of summer for many of us, we turn to more focused activities like research, reading, and–if we’re lucky–relaxation. we look forward to time alone, or in the library or the lab, or with our families, or in faraway places. in my...
interpreting and making sense of course evaluations
dec. 14, 2011—as the semester draws to a close, our students are given the opportunity to provide us with a potentially valuable source of feedback on our teaching and its effects on their learning. you may find it challenging, however, to interpret what your end-of-semester course evaluations mean and decide how to act on them. the cft...
reflecting on and documenting your teaching experiences
jun. 10, 2011—reflecting on teaching: what? for whom? why? often, the motivation to improve one’s teaching by revising practices or experimenting with new initiatives stems from reflection. this reflection often focuses on feedback received from others, such as student evaluations or peer reviews. reflection further involves one’s own assessment of experiences, through self-observation and activities that foster...