Develop Your Reflective Teaching Practice
Reflective teaching is a purposeful process in which instructors examine their teaching practices, experiences, and assumptions to improve student learning. While many finstructors are trained as disciplinary experts, we often receive little formal preparation in pedagogy or reflective practice, leading us to rely on how we ourselves were taught. Engaging in reflective teaching helps shift instruction from habit to intention, encouraging faculty to make informed, evidence-based decisions about course design, instructional strategies, and assessment.
For part-time faculty in particular, who often work across institutions and under tight time constraints, reflective teaching offers a flexible and impactful way to enhance effectiveness without requiring large-scale course redesign.
This practice can include:
- Thinking critically about what worked well in a class session
- Considering student feedback
- Revisiting one’s teaching philosophy
- Identifying small, actionable changes to improve in the future
Over time, these ongoing cycles of reflection and adjustment support the development of more responsive, student-centered teaching and contribute to increased confidence, engagement, and success in the classroom.
Reflective teaching is foundational to effective teaching. It is also necessary for growth and something that must be explicitly developed through guided practice.
Watch for opportunities from the CTE to engage in teaching reflection, including our Teaching Retreats (offered in early January and mid-May) - part-time faculty are welcome!
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References & Additional Information
Gallardo-Williams, M., Kosal, E., & Chapman, D. D. (2023). Faculty-driven design: How a successful online core teaching certification was developed, implemented, and revised over time. Journal on Centers for Teaching and Learning, 15, 54–71.