i can remember being 22 years old and teaching some of my early computer classes, and just having an audio recording and listening back. And i think sometimes it can be helpful to know that there is lots of hope and goodness on the other side of that incredibly hard work. You know, we've also used more kind of just self reflect e exercises. There's one on on line called the teaching perspectives inventory, and there's an end. We've also used the grasha scale, the teaching styles scale, with faculty. So these are just descriptive, fright? They're not prescriptive at all. they're just descriptive to help you find some categories and some language about what you actually
Christopher Richmann talks about the self and syllabus project on episode 418 of the Teaching in Higher Ed podcast.
Quotes from the episode
There is growing interest in the issue of the self that we bring into the classroom.
-Christopher Richmann
We are embedded selves and we bring ourselves and all of the artifacts that go along with our teaching into the classroom and into the task of teaching.
-Christopher Richmann
Am I coming across on my syllabus? Do students meet me in my syllabus?
-Christopher Richmann
Not all knowledge can be assessed or expressed in the same way.
-Christopher Richmann