Roofs, Nesting Instincts and Students’ Evaluations of Teaching During a Pandemic

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Abstract

Learning to teach virtually and impostership is explored through the currere method. Art created provides a colorful richness in the ‘in-between space’ often needed to reflect upon students’ evaluation of teaching in an academic setting. In this paper I demonstrate the use of the regressive, progression, analysis, and synthesis steps, as it allows a deeper understanding of tensions embedded within a tenure-track role. I seek to encourage peer educators to embrace the currere method as an approach in which one can intentionally reflect on teaching feedback, thereby growing professionally.