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.
series title card
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)


title card

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?

Working in hybrid, online, or asynchronous modalities can make it difficult to foster student engagement and interaction. One partial solution to this problem is to make collaborative digital annotation or note-taking projects part of the course requirements. At the most basic level, these activities ask students to work together to create or comment on a shared course text.

Title card reading "News from Disability Resources and Services (DRS)"

The fall semester is always a time of new beginnings at a university. Students moving into the Residence Halls, first-year and transfer students coming to campus for the first time, new notebooks waiting for notes and doodles, students excited (hopefully!) about new classes, and faculty ready to meet new students.

Scroll to Top