EDvice Exchange is the Center for the Advancement of Teaching‘s blog. It serves instructors in the Temple community and other institutions of higher education. This resource provides effective, research-based teaching practices for your consideration.
Beyond SFFS image

Peer review of teaching gets a bad rap. It conjures up images of being judged, of one’s teaching put under a microscope. Faculty express discomfort and nervousness at being observed in class, and, interestingly, they also resist the idea that they are “qualified” to provide feedback on a colleague’s teaching. That is, of course, if they even give feedback. I have a distinct memory of my chair coming into my class (unannounced), sitting in the back and writing furiously the whole time.

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So says the title of a recent article in Vice that has been making the rounds at Temple.  The article describes a new tool called Open Ai Playground, that generates text on demand.  Playground uses

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Beyond SFFs

In Part I of this series, Stephanie Fiore outlined Brookfield’s four lenses of reflective practice: an autobiographical lens, our students’ lens, our colleagues’ lens, and the lens of theoretical literature.

Title card: Beyond SFFs: A Series on Evaluating Teaching - Part I: Developing a Holistic Approach to Teaching Evaluation
Beyond SFFs

Evaluation without development is punitive, and development without evaluation is guesswork.

(Theall, 2017)


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Self-reflection can be a powerful tool for learning. I know it works for me as an instructor when I reflect on a tough class, considering where things went wrong and what I could do (or shouldn’t do) in a similar situation next time. Why didn’t they respond to my discussion question about the reading? Oh, I think I was asking too many questions at once and they weren’t sure how to respond. How did they bomb this linguistic test?

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