Reflecting on Teaching

Tools for Self-Reflection on Teaching

Instructors can take opportunities to self-reflect throughout the course (before or after a new term, during the middle of a quarter) but using a structured self-assessment tool can help you meet your teaching and learning goals.

Sample Self-Assessment Tools ( University of Pittsburgh)

Feedback from Colleagues - Peer Mentoring

We suggest using evidence-based practices when giving and receiving  feedback from a colleague or peer, such as this Peer Observation Guide from the University of Oregon's Teaching Engagement Program.

We also encourage you to participate in PAROSL (Peer-Assisted Reflections on Student Learning), an EPIC initiative that supports faculty interested in incorporating more student-centered practices into their teaching and building their professional teaching portfolios.

Faculty pairs meet several times over the course of a quarter to observe each other’s lessons, discuss student learning, and develop an instructor-selected pedagogical innovation that is tailored to the course and the instructor’s goals. Each pair is supported by a dedicated PAROSL facilitator who trains participants, attends meetings, and answers any questions participants have during the process.

Learn more about PAROSL and read testimonials from past participants.

Read peer-reviewed articles

• “Faculty Supporting Faculty… Supporting Students: Peer Observation and Responsive Teaching Innovations”

• “From Content-Centered Logic to Student-Centered Logic: Can Peer Observation Shift How Faculty Think about Their Teaching?”

• “Going Small, Going Carefully, with a Friend: Helping Faculty Adopt Lesson-Level Constructive Alignment through Non-Evaluative Peer Observation”

Supporting Graduate Student Instructors