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Classroom Reflection Analysis

Decent Essays
Similarly, when I am able to co-facilitate the Doctoral Consortium at the Organizational Teaching Society Conference I often get feedback such as the following quote related to my workshop presentation: Fantastic. Thank you again, Jennifer. Your session [on teaching philosophies] was the highlight of my day – really fantastic, perfectly paced, generative, thoughtful, theoretical and still completely applicable. You really create a safe space to be creative – thank you! It is very evident that you are a wonderful teacher. Regardless of my numbers, qualitative measures, and comments I consistently work on developing my course content and processes. During “good” semesters I identify, in companion with my chair, new opportunities for content revision—like recently adding behavioral ethics to my Managerial Ethics course— and process changes such as completely redesigning all my Moodle course layouts to be in alignment with best practices and student preferences. During “challenging” semesters I identify style and expectation mismatches through student feedback, reflection, and discussions with my chair and then seek to identify and implement small and large changes to enhance student learning. A recent example of this included flipping the order of the large Senior Seminar projects and adopting a workshop style model for team preparation between Fall 2016 and Spring 2017. Since I have and continue to receive mentoring from my chair, Dean, and professional colleagues inside and
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