- How will I benefit from completing an Instructor Reflection?
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Taking time to reflect on courses and make notes is part of conscientious teaching practice. The new Instructor Reflection prompts this practice, making it easier, and archives the results. It uses UO’s student survey system, CollegeNet, to send instructors a survey at the end of each course. All of your reflections will be organized by term for you to read through as part of future course planning or when you write teaching statements for future performance evaluations.
Instructor Reflections will also be read by your department head and appear in the data that evaluators (committee members at the unit, college, and university level) receive as part of your promotion, tenure, and post-tenure review file. The intention here is to ensure that your voice is present at any moment of evaluation and to capture instances of more granular good practice that otherwise might be invisible in an assessment of your teaching (e.g. you observed a class related to the one you were teaching, you made improvements to a particular activity).
Colleagues in a position to evaluate your teaching will see your own responses about inclusive, engaged, research-informed, and professional teaching alongside feedback from students and peers.
- Is it mandatory?
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No. Because UO is moving toward criteria-based evaluation, the Instructor Reflection offers an opportunity for you to provide specific evidence of how your teaching realizes the criteria set by your unit and the University for evaluation and awards.
- What level of comprehensiveness is recommended? Am I supposed to write the same thing over and over again?
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There is no need to repeat things that are already part of your record during the period of review. Instead, think about using the Instructor Reflection form to highlight any specific examples of your inclusive, engaged, and research-informed teaching—and any other areas your department has elevated in its policies—that you wish to register in relation to this particular course.
- Should I rebut negative student feedback?
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Teaching evaluation at UO no longer makes student feedback primary. When considering student feedback, evaluators are asked to look for patterns of achievement or struggle, an instructor’s own self-presentation, and peer teaching evaluations. If you think that there is a pattern of negative student feedback that you want to address, then by all means, provide context for understanding this pattern. But do not feel you are responsible for responding to every instance of critical student feedback. You are not.
- The Instructor Reflection asks me about things that aren’t going well. Why should I participate if this goes into my future promotion or tenure file?
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What being a good teacher means is changing at UO. We have enshrined engaged teaching as a pillar of teaching excellence. That means that experimentation, calculated risk-taking, reflection, and deliberate evolution will all be interpreted positively by review committees at every level.