{"title":"Use of the Faculty Handbook and Student Feedback to Intentionally Improve Teaching","authors":"Stefanie S. Boswell","doi":"10.1080/87567555.2023.2266856","DOIUrl":null,"url":null,"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.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"College Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/87567555.2023.2266856","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
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.
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.
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