Teaching Enhancement Services
CETL's Learning-Centered Teaching Fellows support faculty in the following by offering the following services:
- Consultations specifically tailored to address faculty's interest in or questions about teaching (e.g., what are some techniques for engaging students in a large mathematics lecture course; what online technologies are available for encouraging interaction among students in a hybrid course between face-to-face meeting; how can a faculty member take the first step toward making their course more learning-centered) including the review of educational materials (e.g., syllabi, rubrics, assignment descriptions)
- Focused classroom observations to gather and share feedback confidentially with a faculty member specific to his or her needs and interests (e.g., identifying opportunities for students to actively engage in discussions in online courses, describing the ways that a faculty member integrates student ideas into the learning experience);
- Small Group Instructional Diagnosis (SGID) – a way of gathering mid-semester, formative feedback from students about their perceptions of the strengths of the course as well as areas for improvement. The mid-semester timing and formative nature of a SGID creates an opportunity for faculty to consider student feedback and make adjustments to the course to ensure that the instructional goals of the course are met. A SGID involves four steps:
- The fellow and the faculty member will meet briefly to discuss the SGID and the specific feedback that the faculty member is seeking from students
- The fellow will carry out the SGID during 30 minutes of a class meeting identified by the faculty member. The fellow will pose questions to students about the course, students will work in groups to come to agreement on their feedback, and then the whole class will have a discussion about the feedback.
- The fellow will meet with the faculty member to share and discuss the feedback. It is important to note that feedback from the SGID is confidential and will only be shared with the faculty member. It is up to the faculty member to decide if he or she wants to include the feedback with others.
- It is strongly recommended that the faculty member spend a few minutes speaking with students in response to the SGID to acknowledge their feedback and discuss changes that the faculty member will make to the course or reasons for not making certain changes; this step completes the feedback loop.
- Focus groups for a faculty member wanting to gather data from a set of students outside of a classroom setting that can be used to help them think about ways to enhance teaching and learning in their course. The structure and content discussed in the focus group would be collaboratively designed with the faculty to ensure that the pertinent data is gathered
- Other learning-centered teaching support services can be developed and tailored to meet your individual, program, or department needs.