Use of the Faculty Handbook and Student Feedback to Intentionally Improve Teaching

Q3 Social Sciences

College Teaching Pub Date : 2023-10-09 DOI:10.1080/87567555.2023.2266856

Stefanie S. Boswell

引用次数: 0

Abstract

AbstractMaking informed, reflective changes to improve teaching can be challenging when there is a limited feedback available about one’s teaching. This Quick Fix article presents an approach that I used, informed by my university’s faculty handbook, to solicit, organize, and reflect upon student feedback about my teaching. The process improved my ability to make intentional changes to become a more effective teacher.Keywords: Effective teachingfaculty handbookstudent evaluations of teaching Disclosure statementNo potential conflict of interest was reported by the authors.

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利用教师手册和学生反馈有意改善教学

摘要当一个人的教学反馈有限时，做出明智的、反思性的改变来改善教学可能是具有挑战性的。这篇“快速修复”的文章介绍了我使用的一种方法，根据我大学的教师手册，征求、组织和反思学生对我教学的反馈。这个过程提高了我有意改变的能力，使我成为一个更有效的老师。关键词:有效教学教师手册学生教学评价披露声明作者未报告潜在利益冲突

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

College Teaching Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.