Abstract

In a model that has developed over the past few years, instruction librarians at the University of Vermont sought to create better opportunities to talk with one another about teaching, observe each other’s classes, provide constructive feedback, and engage in reflective practice.

Notes

Originally published in, College & Research Libraries News, v. 77, n. 9, p. 448-451, Oct. 2016.

Keywords

peer-observation, teaching and learning, reflective practice

Document Type

Article

Publication Date

10-2016

Rights Information

Daisy Benson and Daniel DeSanto

DOI

10.5860/crln.77.9.9554.