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Interesting list of prompts which ask students to reflect on their learning process and preferences. Some of these might make good course evaluation questions. How do you help students reflect on their time at Kenyon?

Do you respond to students' reflective writing? How might their reflections change if you did?

In this article, Annelise Heinz looks at ways you can use reflection, student self-reflection, and experimentation to evaluate and enrich your teaching.

It may be a little late for this, but tomorrow it will be even later. Take a relaxed summer moment to jot down some reflections for your future self.

"So the solution may be in having a well defined rubric but being able to apply it with discretion and sensitivity to individual learner differences." Rubrics seem to have garnered quite a bit of attention as a teaching and grading tool, and reflecting on their design and appropriate use seems important.

If you're feeling a little burned out as we head into spring break, maybe take some of that time for self-reflection and goal-setting.

Tremendous example of reflective teaching and course design, as the hosts of the Tea for Teaching podcast reflect on their fall experiences teaching online courses with significant synchronous elements. This would be great listening as we think about the design of spring courses.

Might be some interesting questions for advisees or majors (or colleagues or yourself) in this podcast. What did you reflect on this summer? In between courses, can you see how they relate?

Five things that went right. Five images to link with them. I was moved by this amazingly simple form of reflective pedagogical practice.

It seems early for this, with a week of classes and a week of exams left to go, but perhaps these tasks are good mental breaks from all the grading. They also might form the technical side of good reflective practice.

How well does the CIP do as a place for "fika" or even "hygge"? What would it look like if we thought of (more of) our "programming" as a valued time for rest and reflection?

This paper serves as a guide to starting a portfolio project. It focuses on the "learning portfolio" as a tool which encourages the student to reflect on their own learning, with special attention to their own progress. I was particularly taken with the point that a portfolio can be an appropriate tool at any level of the curriculum - an individual course or set of courses, the program or department level, or the whole institution - though of course, that choice will change the purpose of the portfolio, and therefore its design.

I think dismissing "best practices" entirely is a bit extreme, but there are some good points about reflecting and adapting if a "best practice" isn't producing the outcome you want. What's really great in this article, though, is the way Bonnie Stachowiak talks about drawing inspiration from high profile exemplars for practices when can be authentic to her style.

It's important to reserve some time for reflection at the end of the semester, to review where you thought your classes were going and where they actually ended up. (But don't forget to review the positive too - what worked as or even better than expected?)

Good reflection by Kevin Gannon about his institution's implementation of HyFlex instruction.

Some interesting ideas here for advising conversations - or reflecting on your own personal and professional networks.

Some interesting thoughts here about the differences between "shyness" and "introversion", and the way your classroom participation practices can help or hinder students. Also an interesting reflection on participation in the scholarship of teaching and learning, as the author deals with resistance to her original article.

A nice overview of metacognition by Jose Bowen, and a specific metacognitive exercise which could be added to any course activity. Any article which has citations from Socrates to 2013 ought to be popular at Kenyon...

Interesting thoughts in this article (and in the comments section!) about how we present ourselves in the classroom. I was taken by the suggestion that trying on new teaching styles ought to require a serious reflection on what we're good at (or not yet good at) as teachers. Thoughts about the "teaching persona" over time, and across different classes, also seem important.

"As I reflected why some groups of students were able to embrace the place of gratitude more than others, or even why some seemed to express more gratitude than others, I discovered that there was an uncanny relationship between my own level of gratitude and that of my students." So what are you grateful for this semester - and what are you doing about it?