Classroom Consulting Services & Faculty Development Fellows
Classroom Consulting is a confidential service of the Center for those who would like to talk with a consultant one-on-one about their teaching. Faculty can determine the goal and nature of the process from a variety of services. Classroom Consulting is useful for faculty who are trying something new in their classes, puzzled by a classroom dynamic, or interested in talking over a new teaching technique.
Some of the services we offer are:
Teaching Tune-Up: Are you feeling the need to rejuvenate a course or just get some feedback? A consultant will meet with you to review your syllabus, discuss assignments, or conduct a classroom observation. We can all benefit from having fresh eyes look over our teaching process.
In-depth consultation: Perhaps you’re teaching a new course or revising an old one, and things are not going so well. Or you’re facing some difficult classroom dynamics. A classroom consultant will provide an observation and feedback to help you get back on track.
Small Group Instructional Diagnosis (SGID): A Small Group Instructional Diagnosis takes about an hour and involves a trained consultant visiting your class to observe and then collecting feedback from students. It's a great way to gather feedback at mid-semester, using an impartial facilitator. You introduce the consultant to your class, leave the room, and the consultant gathers feedback in a structured manner, communicating the results to you privately. An SGID may or may not be part of an in-depth consultation.
How to request a consultation: Consultation services are free, confidential, and intended to assist faculty who want to improve their teaching skills. To request a consultation, email the Classroom Consultation Program Coordinator, Angela High-Pippert (email@example.com).
Faculty Development Fellows
Faculty Development Fellows are recognized senior faculty members who have undertaken training in classroom consultation. Faculty Development Fellows are available for individualized and confidential consultation.
- Bridget Duoos, 2-5909, Health and Human Performance, AARC 206E
- Patricia Hedberg, 2-4305, Management, TMH 443F
- Angela High-Pippert, 2-5725, Political Science, JRC 405
- Sherry Jordon, 2-5328, Theology, JRC 111
- Melissa Loe, 2-5534, Mathematics, OSS 212
- Shelley Neilsen Gatti, 2-4396, Special Education and Gifted Education, MOH 437
- Sarah Noonan, 2-4897, Leadership, Policy and Administration, MOH 414
- Agapitos Papagapitos, 2-5686, Economics, OEC 428
- Rob Riley, 2-5687, Economics, OEC 433
- Rich Sathe, 2-5115, Accounting, MCH 362
- Buffy Smith, 2-5697, Sociology & Criminal Justice, OEC 444