All UIW educators, including tenured and tenured-tack faculty along with instructors of all rank, are welcome to approach our office to schedule a consultation. We provide individual consultations for faculty who want to explore and identify the best pedagogical approaches in their courses. Some examples of the kinds of consultations and encounters we have with faculty can be found in the tiles below.
Classroom assessment techniques (aka CATs) are a collection of activities to gather feedback during instruction. CATs are a great way to solicit responses from students to provide faculty with information to help them modify their pedagogy to help students learn more efficiently and effectively. Check out some of the assessment resources below to learn about techniques to be aware of and try out.
New to Assessments? Get started with the basics and learn the foundations of planning assessments with the resource below.
Whether you are a veteran faculty member or new to academia, you make many decisions about any course you teach. Your routines and expectations for a course are part of your "classroom management." Whether you are aware of it or not, the decisions you make are guided by your personal beliefs and knowledge about how people learn. Some examples of classroom management strategies include holding students accountable, developing appropriate relationships with students, facilitating interactions that occur in the classroom that provide opportunities for learning, and communicating expectations. See the following website for some great information about classroom management and how to set up your classroom for the semester:
We provide a wide range of confidential consultation services to faculty for developmental and formative purposes on these topics. Faculty at any stage of their careers can benefit from open discussion and reflection about their teaching experiences. Faculty can request CTL to conduct a peer review (formative review only) of one of their classes. The purpose of individual consultation is to provide faculty with a one-on-one option to work through specific pedagogical challenges with the support from the CTL. The process looks like the following:
If you're interested in scheduling a classroom observation, please fill out the form below...
By collaborating with our wonderful Instructional Designers, we can help when it comes to designing your courses and provide resources to make your vision a reality. Here are some of the recommended resources and philosophies to consider when approaching course design.
Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (think, learning outcomes). Like other taxonomies, Bloom's system is hierarchical which means that escalating levels are dependent on prerequisite knowledge and skills at lower level.
We will be happy to review any materials you provide to your students as these are important vehicles for their learning. Ensuring that your instructional materials complement and enhance the work you require your students to do both in and outside of your class should be your goal. See the websites below for some ideas of what reviewing instructional materials entails as well as examples of instructional materials.
The purpose of the course evaluations is to collect information about students’ experiences in your course, during one semester. The goal is to provide faculty with information to identify areas of strength and areas in which they can improve their pedagogy. What is the best way to make sense of student evaluations of your teaching? What do these evaluations mean and what role can they play in the improvement of your teaching?
For more information on how to make sense of your student evaluations, see how LeHigh University's site on the process and considerations.
Donald Schon introduced the terms “knowing in action,” “reflection in action” and “reflection on action,” and the power of reflection in teaching. His work draws on John Dewey’s work that asserts one could draw insights from experiences in the classroom through reflective practice. For Schon, reflective practice is where one becomes aware of their implicit knowledge base and learns from their experiences.
For other models, visit the resources below to gain a comprehensive understanding of Reflective Practices and to learn more about Schon.
A rubric is a tool that lists the criteria and the expectations for assignments and distinguishes the level of quality for each criterion. Rubrics can be used for any assignment in a course, or for any way in which you ask students to demonstrate what they've learned. Visit the website below information from the American Association of Colleges and Universities value rubrics.
Your Teaching Philosophy is a personal essay that describes your approaches, values, goals, and beliefs regarding both teaching and learning, while expressing how you understand your role as a faculty member in the classroom.
A great resource to help you reflect about your teaching philosophy is from Faculty Focus, a collection of higher education teaching strategies.
There are a variety of technological tools that are available for you to use both inside and outside of the classroom. However, teaching with technology requires you to intentionally integrate the tools with your pedagogy and ensure your learning outcomes are aligned with the tools purpose. With this intention and alignment in mind, students will deepen and enhance their learning process, all while engaging your students.
Looking for a consultation? Please, reach out to us with the contact information below and let us know how we can help. While we work closely with the Instructional Design team, all Canvas-related requests should be sent to the UIW Help Desk.
Director, Center for Teaching and Learning