Classroom Consulting Services & Faculty Development Fellows
What is Classroom Consulting?
Classroom Consulting is an important way that the Center for Faculty Development supports teaching. Consulting services are free, confidential, and intended to assist faculty who want to strengthen and improve their teaching skills.
Faculty Development Fellows are available for one-on-one consultations with all faculty members on a range of teaching-related issues. Faculty may choose what kind of consultation they would find most useful, ranging from a highly-targeted, short-term consultation that addresses specific teaching goals to a more comprehensive overall assessment. The extent of our involvement is up to you.
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 and learning technique. Our Faculty Development Fellows can serve as a sounding board, help brainstorm options, and identify useful resources. We can also talk through classroom management issues, offer feedback on syllabi and assignments, and assist you in interpreting IDEA forms.
Faculty can determine the goal and nature of the process from a variety of services:
Teaching Tune-Up: Are you feeling the need to rejuvenate a course or simply get some feedback? A Faculty Development Fellow will meet with you to review your syllabus, discuss assignments, or conduct a classroom observation. We can all benefit from having a fresh set of eyes look over our teaching process.
In-depth Consultation: Perhaps you’re facing some challenges while teaching a new course or revising an established one, or you are facing some difficult classroom dynamics. A Faculty Development Fellow can provide a classroom observation or a Small Group Instructional Diagnosis to provide additional perspective on what is happening in your classroom.
What is involved with a Classroom Observation?
A classroom observation should help you assess whether you are meeting your goals for a particular course -- whether what you want to happen in a class is actually happening. Another set of eyes and ears in the room can help identify how students are responding to different aspects of the course. A Faculty Development Fellow may note what you're doing to help further your goals for a class, as well as some missed opportunities to meet particular objectives. A classroom observation is an opportunity for you to see your classroom from another perspective.
Faculty Development Fellows approach classroom observation as a formative, rather than summative, activity. Our purpose is to give feedback and to inspire reflection rather than to offer judgment or evaluation.
After meeting with you to learn more about your course and any particular concerns you have, a Faculty Development Fellow will make arrangements with you to attend a class session. The Fellow will take detailed notes as to what is happening in class and students’ reactions to it, and then go over these notes with you at a follow-up discussion. The focus is on identifying which classroom practices appear to be supporting your goals and brainstorming additional strategies for meeting your particular objectives.
What is involved with a Small Group Instructional Diagnosis (SGID)?
A Small Group Instructional Diagnosis provides information about your class from another vantage point – students. This process analyzes how a class is going by generating detailed, qualitative feedback from students.
With a SGID, a trained Faculty Development Fellow facilitates this process of collecting student feedback for about an hour of class time. You introduce the Fellow to your class, leave the room, and he or she gathers feedback in a structured manner. Students first write individually about what they like and dislike most about the class, and what improvements they would suggest for you as the teacher and for themselves as learners. Next, they discuss their ideas in small groups and as a class, with the entire class coming to a consensus on the most important points. The Fellow then writes up a summary of the SGID and discusses the feedback with you.
A SGID can provide a rich source of student feedback while your semester is still running. As such, a SGID is most useful if conducted no later than the ninth week of the semester.
Consultations are always initiated by the faculty member and are completely confidential. This means that everything we discuss, every document you share with us, and everything we observe in your class – including that fact that we are working with you – is confidential.
If you are interested in setting up a consultation, or would like to learn more about the consulting process, email Angela High-Pippert, Coordinator of the Classroom Consulting Program (email@example.com).
Faculty Development Fellows
Faculty Development Fellows are recognized senior faculty members who are trained classroom consultants. 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