We are often isolated in our
classrooms, and visits from our peers are rare and usually connected to
assessment and evaluation. Our
frustrations and successes may be shared informally and briefly, even with colleagues
in our department. There is little
opportunity for long-term discussion, reflection, or the accomplishment of a
shared goal or goals. Because of the
demands of our work, we may often interact with those outside our department
only on university committees.
Friendships, a growing sense of
community, a heightened sense of possibilities, and a renewed energy for
teaching are some of the intangible outcomes of participation in a Teaching
Circle, while better syllabi, clearer assignments, new ways of assessing
learning and teaching, grants for special projects, and greater depth of
knowledge about a particular aspect of technology are all possible tangible
outcomes, depending upon the group’s goals.
The outcomes—both knowledge and more concrete products—of Teaching
Circles can lead to scholarly publications and presentations at conferences.