Continuous feedback is necessary for improvement. Just as the feedback you provide to students helps improve their learning, feedback provided to you as an instructor can help you reflect upon and improve your teaching. The Koehler Center facilitates the following opportunities to gather feedback about your teaching and engage in self-reflection.
*Limited availability.
Classroom Observations
Spring 2022 Requests are Now Full
A Koehler Center Classroom Observation is a reflective process intended to provide formative feedback through consultations, use of an observation rubric, and self-reflection. This process consists of multiple parts including: an instructor pre-consultation, a class visit, an instructor post-consultation, and an instructor self-reflection.
Learn more and request a Classroom Observation
“[The observation] gave such great detail and specifics on time and management of the classroom that are things I don’t have time to evaluate while continuing to get content out to my students. [It] helped a great deal with showing me ways I was doing a good job, sometimes we need to hear those things, as well as ways to improve but in a respectful manner.”
~TCU Faculty Member
Mid-semester Analysis Polls (MAPs)
A MAP provides formative feedback and data to faculty to gauge students’ learning and make informed instructional decisions. Furthermore, since it takes place at the midpoint of the semester, faculty have time to make adjustments before the semester is over. This process consists of multiple parts including: an instructor pre-consultation, an in-class facilitated polling visit, an instructor post-consultation, and an instructor self-reflection.
“While I’ve done my own reflective work for my classes over the past 20 years, the MAP process provided me with a structured and direct way to commit to inviting feedback and then acting on it. My courses, and my teaching more broadly, have definitely improved as a result. I think a productive conversation about learning, with third-party consultants, also helped reset my students’ thinking about what we were doing, and why.”
~TCU Faculty Member