Abstract
Making informed, reflective changes to improve teaching can be challenging when there is a limited feedback available about one’s teaching. This Quick Fix article presents an approach that I used, informed by my university’s faculty handbook, to solicit, organize, and reflect upon student feedback about my teaching. The process improved my ability to make intentional changes to become a more effective teacher.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
