Contemporary research in pedagogy provides evidence for use of active learning strategies in the classroom. It is important that faculty demonstrate effectiveness across the spectrum of teaching activities, as well as effectiveness in meeting the learning goals of students. This paper illustrates how self-assessment can be used to evaluate the effectiveness of instructional activities and demonstrate professional development. Self-assessment of teaching within an active learning paradigm was conducted over a semester. Interaction Analysis (IA) was blended with qualitative data collection and analysis methods. IA was an effective self-assessment tool and provided directive data to refine instructional design and delivery strategies to meet student-centered learning goals. (Contains 2 tables and 1 figure.)