• What does professional teaching mean to you, individually or collectively? What steps are you taking to ensure the course is built on a strong foundation of good information, clear practices, conscientious communication, and purposeful design? 
• What changes would you need, if any, to make the list under “Sample professional teaching practices” accurately reflect your teaching context? Is there anything you would need to add, subtract, or modify? 

Sample practices (from the Peer Review Template) include ones where the instructor: 

• Has organized course material into an obvious, explicit, and logical framework. For example: 
  • Organizes Canvas using modules or pages, with the beginning of each module or page outlining the learning objectives, activities to complete, and content to engage.  
  • Gives lesson outline (learning objectives, key topics, etc.) at beginning of class, verbally and visually.  
• Sample professional teaching practices (from the Peer Review Template) include ones where the instructor: 
• Provides necessary materials and adequate time for completion of activities.  
• Provides a course syllabus in Canvas with learning objectives, grade and absence policies, and other elements required by Senate policy. 
• Presents instructions and guidelines transparently, explaining the purpose of the assignment or activity, the tasks needed to complete it, and the criteria for success.  
• Invites student questions and participation through multiple modes (ex: in class, on Canvas Discussion, etc.).  
• Responds to questions in a timely fashion.  
• Employs methods (activities, examples, audio-visual aids) broken into steps to “scaffold” student learning.

• What does inclusive teaching mean to you, individually or collectively, and how are you enacting it?  

• Are there specific challenges related to your discipline or how it’s historically been taught that the department can come together to address? Are there “exclusive” habits or practices you’ve already made a conscientious choice to change? 

• What changes would you need, if any, to make the list under “Sample inclusive teaching practices” accurately reflect your teaching context? Is there anything you would need to add, subtract, or modify? 

• Sample practices (from the Peer Review Template) include ones where the instructor: 
• Has designed the course materials to be accessible and welcoming. For example:  
• Photos, examples, and other representations reflect diverse social identities and experiences.  
• There are multiple ways to access materials, such as audio and/or visual media, and/or text 
• Has designed multiple options for student engagement. For example, there are opportunities for student a) choice, b) connection to course goals and c) self-assessment and reflection.  
• Has designed multiple options for students to demonstrate their learning. For example, students might communicate learning through their choice of audio and/or visual media, and/or text.  
• Encourages and facilitates respectful dialogue, discussion, and student-student interaction for all students. For example:  
• Structures activities with clear tasks that promote equal participation. 
• Helps people find partners or create groups.  
• Ensures there are explicit expectations or guidelines for interaction. 
• Formats materials (Canvas, slides, documents, etc.) accessibly using headings, readable fonts, and alt-text. Readings are text-based files, not image-based files. Uses captions and/or transcripts for video and audio. 
• Has chosen course content that reflects diversity in the field or discipline including in the identities of the scholars/practitioners/creators included on the syllabus and different perspectives on or approaches to issues/methods.  
• Connects class content to students’ prior knowledge or experience; and/or to current events, real-world phenomena, or other disciplines; and/or to prior class lessons, assignments, or readings.  

• What does engaged teaching mean to you, individually or collectively? Can you name one or two ways you engage in a process or reflection, change, and community-building around teaching?  
• What changes would you need, if any, to make the list under “Sample engaged teaching practices” accurately reflect your teaching context? Is there anything you would need to add, subtract, or modify? 

Sample practices (from the Peer Review Template) include ones where the instructor: 

• Reflects on one’s teaching practice and making changes over time that are informed by experimentation, professional teaching development, collegial interactions and class observations, student feedback, and the scholarship of teaching and learning.  
• Solicits and reflects on student feedback, and considering what changes, if any, should be made in the course.  
• Attends workshops, conferences, or institutes about teaching and learning; reading books or articles about teaching and learning; participates in formal or informal discussions with their peers about teaching and learning. 
• Presents at workshops and conferences their insights, innovations or experimentations in teaching and learning. 
• Produces scholarship related to teaching and learning. 
• Conducts a peer review for a colleague.  
• Knows the UO policy and support resources that surround their teaching; knows the UO policy and support resources relevant to their students. 

• What does research-informed teaching means to you individually or collectively? Can you name one or two ways you either invite students into the university’s research mission, or draw on research on student learning in your classes (or both)?  

• What changes would you need, if any, to make the list under “Sample inclusive teaching practices” accurately reflect your teaching context? Is there anything you would need to add, subtract, or modify? 

Sample practices (from the Peer Review Template) include ones where the instructor: 

• Has developed course content by drawing on relevant scholarly works, including current research/developments in the field or discipline.  
• Invites students into the subject matter, for instance through storytelling, compelling case studies, or explicit commentary about the skills, values, or formation of the field/discipline. 
• Shows how disciplinary experts approach problems, either by modeling the process or by explicitly guiding students through it.  
• Aligns course content (knowledge, skills, or abilities) and engagement activities with relevant learning objectives, such as those for assignments, class sessions or modules, the overall course, or relevant department or university core education objectives (when applicable).  
• Incorporates low-stakes assessment to help students gauge their learning. Examples include polling questions, short Canvas quizzes, one-minute papers, muddiest point statements, questions embedded in lecture content, end of week or module metacognitive reflections, etc.  
• Provides timely, actionable, and goal-oriented feedback on activities and assignments.  
• Asks a variety of types of questions (factual, application, critical, etc.) and allots time for students to respond to/discuss questions in class or in postings such as discussion boards. 
• Teaches the class at a level appropriate for most students.