咨询服务 Approach
In providing teaching 和 learning consultations, Learning Academy staff aim to be trusted partners who can 促进反射, 提供的角度来看, offer strategies for consideration, 和 recommend resources toward continuous improvement. To best support faculty in their development, we operate on the following principles, 哪些是支持的 Professional 和 Organizational Development Network in Higher Education’s Ethical Guidelines for Educational Developers.
Consultations Have a Formative Focus
In order to provide a safe place for faculty to engage in the kind of authentic reflection required to facilitate true growth, the Learning Academy does not engage in evaluation of faculty performance. Consultation services are designed to support development without risk of censure; summative evaluation is the responsibility of supervisors.
Improvement Efforts Resulting From Consultations Are Best Discussed Between 教师 和 Their Supervisor
教师 may use Learning Academy Consultation Services as a way to generate insights 和 improvement strategies that they then might choose to include in performance evaluations, 晋升评审, 或纠正措施计划. Discussion of insights or improvement strategies generated through consultation are best shared with supervisors (or others) by the faculty member.
磋商可用
教与学 Dialogue
A 教与学 Dialogue is an individual consultation with Learning Academy staff that can involve one meeting or several, depending on the instructor’s goals 和 preferences. It is a collaborative conversation about some aspect of teaching 和 learning. The consultant’s role in the dialogue is to listen, 促进反射, 和, 潜在的, 显示策略, 框架, 的想法, or resources to support the instructor’s teaching goal(s). The dialogue may focus on one or more aspects of teaching 和 learning; examples include classroom strategies, 课程设计, 作业设计, 分级, 给予反馈, 和 instructor communication.
课堂观察
This engagement comprises pre- 和 post-observation meetings, 类观察, 和 a written summary of the engagement, which focuses largely on insights generated through observation, but also can include suggested strategies to enhance teaching 和 learning, depending on the instructor’s goals.
The pre-observation meeting centers on the instructor’s goals for the observation 和 any contextual information helpful for the observer.
The consultant then conducts a non-evaluative class observation using an ethnographic approach. This means the consultant considers the class a cultural context where patterns in communication 和 behavior exist, values 和 beliefs are demonstrated implicitly 和, 有时, 显式地, 和 these aspects of culture are central to the primary activities of the classroom – learning 和 teaching.
Recorded observations 和 formative feedback provided will focus on how students are learning 和 the corresponding instructional strategies used, instructor-student communication, 和 any other aspect of classroom dynamics relevant to the instructor’s goals or student learning. In the post-observation meeting, the consultant 和 instructor will share their respective reflections on the class session 和, 潜在的, discuss strategies to enhance teaching 和 learning.
Small Group Instructional Feedback Consultation
The consultant conducts a 20-minute focus group with the instructor’s current students to gather formative feedback on instructor communication, 课堂气氛, 学生的学习. (This is typically done during class time). 之后, the consultant shares student feedback with the instructor 和, 如果老师愿意的话, the two engage in a 教与学 Dialogue as described above.
Teaching Consultation Request
Please fill out this form to request an individual teaching 和 learning dialogue, 课堂观察, 学生焦点小组, 提高咨询, 或虚拟现实咨询.
