![\"\"](\"http:\/\/cdn.vanderbilt.edu\/vu-cft\/images\/newsletter\/reflecting.jpg\" "\\"columns\\"")
<\/p>\n<\/p>\n
reflecting on teaching:\u00a0 often, the motivation to improve one\u2019s teaching by revising practices or experimenting with new initiatives stems from reflection.\u00a0 this reflection often focuses on feedback received from others, such as student evaluations or peer reviews.\u00a0 reflection further involves one\u2019s own assessment of experiences, through self-observation and activities that foster self-analysis such as teaching workshops or individual consultations, and\/or pedagogical research.\u00a0<\/p>\n written reflections on teaching can be used for personal, professional, or pedagogical purposes. while teaching statements are increasingly an important part of hiring and tenure processes, they also are effective in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning, and deepen and renew their commitment to values and goals for their teaching. \u00a0\u00a0\u00a0<\/p>\n at vanderbilt, promotion and review processes require faculty to reflect on their work and document their progress in teaching, research and service.\u00a0 when reporting on teaching, faculty are encouraged to articulate their teaching philosophy and objectives; describe past and planned course and curriculum development; and explain pedagogical initiatives, innovations or experiments, and their results.<\/p>\n the 2022年世界杯中国小组赛积分 provides one-on-one consultations on evaluating and documenting your teaching.\u00a0 as we assist you in preparing your teaching documentation, we work with you to reflect deliberately on your practice as a means of deepening your understanding of pedagogical goals and methods, and linking those goals and methods to student learning.<\/p>\n
\nwhat?\u00a0 for whom?\u00a0 why? <\/strong><\/p>\n