Teaching Squares projects are opportunities to learn by observing your peer faculty members on all aspects of teaching. They are intended to promote dialogue and self-reflection. The primary characteristic of teaching squares is discovery—learning by directly observing others’ teaching and by holding conversations with them about their situational factors and their responses and strategies concerning those factors. As such, Teaching Squares are purely non-evaluative.
For a detailed overview, please view the Teaching Squares Handbook. To sign up, please fill out the Qualtrics form prior to the beginning of the semester.
The following video details the experiences of several UCF faculty members who piloted a Teaching Square during Faculty Center programming in Fall 2020:
Conceptual Framework for Teaching Squares
The framework for teaching squares includes:
- Appreciative inquiry: discovering what works well in the learning environment and how,
- Empathy and respect: demonstrating understanding and support for peers and students,
- Team-based operations: faculty members contribute as both learners and teachers to the good of the team,
- Non-evaluation: all outcomes refer to the self in teaching squares rather than suggesting improvements to someone else.
Timeline for Teaching Squares
Teaching Squares Sequencing form
Early Semester
- Square introductions: members initial meeting,
- Discuss expectations,
- Create schedule,
- Exchange class materials.
Early to Mid-Semester
- Establish goals for Teaching Squares,
- Conduct observations, taking notes relevant to goals for the project.
- Exchange observation notes.
End of Semester
- Review your observation notes and write self-reflection,
- Meet with your square to share your discoveries,
- Write a reflection.
External References
Faculty Focus: Teaching Squares Bring Cross-Disciplinary Perspective