A section dedicated to various teaching topics and providing instruction related to those topics.
Instructors at the UW may need to prepare for a variety of teaching experiences. Not only does this process include designing or revising your course and syllabus, it also involves knowing the type of class you are teaching (e.g., large foundation class or small seminar), understanding who your students are, understanding academic integrity policies and practices, and developing productive faculty/TA working relationships.
Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.
Assessing and improving teaching is best accomplished when multiple sources of evidence—self-reflection, student feedback, and peer observation—are well understood. At CTL we propose making use of these multiple source of evidence to obtain a holistic picture of an instructors approach and effectiveness. The pie chart below is a visual representation of five approaches to consider when assessing one’s teaching.