We offer confidential, individual consultations to faculty colleagues concerning any teaching issue. For example, we can help you: (1) design or re-design a course or syllabus, (2) identify teaching strategies aligned with your teaching and learning goals, (3) generate creative ideas for assignments, projects, and classroom activities, or (4) develop assessments and rubrics to measure and provide feedback on learning. We can also help you to troubleshoot more complex teaching problems by gathering relevant information, helping you interpret it, and working with you to generate effective solutions. Our goal is to tailor the teaching consultation to meet your needs.
Teaching consultations are voluntary and confidential. We do not disclose any information from our consultations to other parties. We do, however, document the teaching consultation process for your purposes, to be used as you see fit.
When you request a teaching observation, a colleague from the Center for Excellence in Teaching & Learning observes your class—whether it is a lecture, discussion, lab, studio, recitation, or on-line. All observations are voluntary and confidential. An observation provides formative feedback from an outside perspective on the aspects of your teaching that interest you most. Teaching observations are designed to be formative assessments used to improve teaching. You can request an observation at any time during the semester. While you may use the feedback you receive to document that you have been working to improve your teaching, we do not conduct summative assessments or observations for faculty who are undergoing the process of reappointment, or tenure/promotion review.
Why Do It?
An observation provides feedback from an outside perspective on the aspects of your teaching that interest you most. Consultants provide objective data regarding your teaching techniques as well as the observable behaviors of your students. Faculty request observations of their teaching to gauge how effective they are in the classroom, for example, because they are trying a new teaching technique, or because they are seeking to address a perceived problem.
The Steps in Our Process
- Request an observation at least two weeks in advance
- Meet with a CETL colleague to discuss your class context, your reasons for the observation, and your goals for feedback.
- A CETL colleague observes your class.
- Meet with CETL colleagues to discuss your perceptions and receive feedback as well as a letter from the CETL acknowledging your participation in a teaching observation.
The Ground Rules
- Observations are voluntary and confidential.
- Observations are designed to provide formative feedback for teaching improvement.
- We do not provide documentation of teaching or letters of support for Tenure/Promotion documents.