Examples of faculty as reflectors
how are faculty “Reflectors”?
Key criteria:
|feedback gatherer| analyzer| reviser| action taker|
As reflectors, we recognize the importance of reflecting on our practice as part of our continuous growth. We recognize that we are better faculty when we gather feedback from students, peers, and our managers and use this to revise and take action.
Check out these examples from Georgian peers that demonstrate how reflection shows up in their work.
PS. Thanks for sharing your awesome work with us!
Faculty as emerging REFLECTORS (thinking about it)
Emerging faculty are thinking about their role as reflectors.
Exercises
Type your exercises here.
- First
- Second
Faculty as PERFORMING REFLECTORS (doing it)
Emerging faculty are reflecting as part of their process.
Samantha’s Big Change
The challenge: After 12+ years teaching the same two courses and 10+ years coordinating the same programs, I knew it was time to look for a new learning and growth opportunity. However, my self-doubt, hesitation and fear were holding me captive.
The fix: A secondment opening as a faculty developer in the Centre for Teaching and Learning was posted and with encouragement from peers, I applied. Although I almost recalled my application, I went through with the hiring process and was the successful candidate. After one additional semester of teaching and coordinating, I transitioned to this new role.
The win: Three years later, I look back and reflect on the hardest but most rewarding professional challenge I have tackled. It was the BEST thing I could have done for myself at the time. I needed new experiences and new opportunities for learning and sharing. Now, I’m supporting others and having, what I hope is, a positive impact on those I come in contact with. I share my story with others as an example of the importance of reflection in terms of personal growth and fulfillment.
To view more about the Centre for Teaching and Learning, see CTL Home – Georgian College.
Leah’s Engagement Reflection
The challenge: At the end of a particularly tough semester, I realized I was feeling disconnected from my students. Engagement was low, and despite my efforts, I wasn’t sure if my teaching was landing the way I intended. I knew I needed to pause and take a closer look—not just at what I taught, but how I taught it.
The fix: I started by collecting anonymous feedback through a mid-semester MS forms survey and invited students to reflect on what was helping them learn—and what wasn’t. I also reviewed my own journal entries from the course and noticed a pattern: I was rushing through reflective activities to stay on schedule. That insight helped me prioritize. I restructured my course to build in more time for student reflection and discussion, and I committed to reviewing feedback regularly, not just at the end of the semester.
The win: The changes paid off. When I taught the course the following year, students became more engaged, and their reflections showed deeper learning. One student wrote, “I didn’t realize how much I was learning until I had to reflect on it.” That was a turning point for me. Now, reflection isn’t just something I ask of my students—it’s something I model and practice myself, every week.
(Written with the help of Co-Pilot)
Faculty as TRANSFORMING REFLECTORS (SHARING IT)
Transforming faculty are supporting others’ reflection process as part of their process and therefore impacting the Georgian teaching and learning ecosystem.
Learning Objectives
Type your learning objectives here.
- First
- Second
Do you have an example of how you are a reflector in your faculty role you’d be willing to share? If so, first, thank you so much for acting as a MENTOR for your peers.
Reach out to Faculty Development to share your reflecting competence with teaching peers.
