Believe it or not, right now—as classes finally come to a close and we immerse ourselves in assessing our students’ learning—is the perfect time to pause, reflect, and assess our teaching as well. At no other time will we likely be as tuned in to what worked, what didn’t, and why.
Ideally, we would revise the course now, when it’s fresh in our minds, but we may not have time to do that now. What we can do, though, is take some notes and write short reflective pieces that we can refer to later, when we do have time to revise the course. Consider these guidelines for reflection:
- Take notes on your student-learning outcomes: Did students achieve the goals you set? If so, did anything specific account for the success? If not, what were the barriers? What can you do next time to avoid those barriers? In retrospect, were the outcomes you expressed really the ones you were seeking? If not, take notes on how you might revise them. If you didn’t articulate student-learning outcomes at all, draft ideas for a few now; students are more focused and receptive when they have a clear understanding of your expectations for their learning.
- Comment on your course materials: Note which texts worked and were well received by students. Was a text outdated, poorly written, or otherwise insufficient? If so, note the problems and make a list of the attributes you’d like to see in a replacement text. Would other texts or additional technology (YouTube videos; TED Talks; news feeds; links to documentaries, music, articles, etc.) enhance the course? Make a wish list.
- Consider the flow of the course: Were there instances in which the transition from one topic to the next was stilted and in need of a smoother transition? Did students need information from a later unit earlier in the semester? Should you spend more time on one topic and less on another? Mark up your master syllabus to remind yourself of these issues.
- Reflect on how you used class time: Did you take the time to introduce your course’s student-learning outcomes and discuss their value to your students at the start of the semester? Which classroom activities were particularly successful? Did you spend too much time lecturing on material students could have learned from the reading, at the expense of interacting with that material in class? Would you like to record some of your lectures for presentation to students online, leaving more class time for activities? Do you wish you had incorporated more opportunities for active learning? Did you refer back to your student-learning outcomes as you wrapped up the course? What energized or deflated student enthusiasm? What energized or deflated you?
This need not be a formal, drawn-out endeavor; even an hour or two of reflection can make a world of difference later on. Now may not feel like the perfect time for deep introspection, but you may not teach this course again for several months—maybe even years—so take advantage of the moment to make the next experience easier.
If, upon reflection, you decide that you would like help revising your course, feel free to seek the services of faculty development specialists or instructional design specialists through the Center for Excellence in Teaching and Learning.