CATL faculty consultants are available for confidential consultations upon request of a faculty member. All consultations about teaching and individual courses are formative, voluntary, developmental, and not part of the formal faculty evaluation process.
CATL’s consultation services are designed to help all Elon faculty be systematic and reflective in assessing teaching and learning. During a consultation, a CATL faculty consultant will offer collegial support informed by research on learning and teaching. We will not tell you how to teach, but we will ask questions and explore possibilities so that you can meet your teaching and learning goals.
Consultations may take place during a single discussion or in regular, ongoing meetings for a more complex project. We offer consultations to individuals and groups (programs or departments) for a variety of teaching and learning questions or projects.
Discover more about types of consultations below, or schedule a consulting appointment by contacting the CATL Program Coordinator — (336) 278-5106 or email@example.com.
Consultation topics range, but might focus on such common topics as (re-)designing a current or future course or assignment, making sense of student perceptions of teaching and learning, or experimenting with a new pedagogical technique or inclusive teaching strategies. Consultants can also talk with you about measuring student learning or developing a SoTL project related to teaching and learning.
In short, consultations will be tailored to meet the goals of individuals, using one or a combination of approaches, each of which provides a different set of data for you to use to analyze your teaching and your students’ learning:
A consultation can be as simple as a focused conversation about a particular class, teaching technique, technology, or question about student learning. We also might discuss options for how you could gather data from your students about how a class is going right now, so you don’t have to wait for end-of-term evaluations to get some feedback.
Midterm student focus group
We also provide a structured way to gather midterm feedback from students. Research on this technique, called a Small Group Instructional Diagnosis (SGID), demonstrates that these focus groups typically lead to more student learning and greater student satisfaction. It involves setting aside about 20 minutes of class time to allow a consultant to gather written feedback and to talk with students after you step out of the room. During a follow-up consultation, the consultant will analyze the feedback with you, discussing how you might respond to the range of student comments generated by the focus groups.
- We are currently at capacity for spring 2019 mid-semester focus groups. You may contact CATL at firstname.lastname@example.org, if you’d like to talk with a CATL faculty member about other ways you might gather student feedback at midterm, or to consult with someone about feedback that you have gathered.
- If your course does not follow the traditional undergraduate calendar and you’d like to arrange a focus group for a particular day and time, fill out this Focus Group Interest Form.
Another way to gather data about your teaching is to invite a CATL faculty consultant into the classroom to observe. CATL in-class observations are formative (non-evaluative); during one, the observer strives to note specific pedagogical choices you make and the effects those choices are having, by identifying patterns, observing student-to-student and faculty-to-student interactions, and documenting the time and duration of various class activities.
Before the observation, the consultant will gather information from you about the class context, your goals for the observation, and any additional information to help make the observation useful. After the visit, the consultant will discuss with you what was observed; together, you can develop strategies for further experimentation and refinement, and identify areas for ongoing reflection. A teaching observation works particularly well if you already have engaged in some analysis of your own teaching, but would like another perspective.
To keep in mind
- Any materials generated in the course of observations and consultations are considered the property of the individual instructor.
- We do not report on or share materials generated in a consultation, observation, focus group, or other confidential services with anyone except for the instructor who requested it. This means:
- Individuals who wish to include reports or feedback generated from one of these services in annual reports, tenure and/or promotion packets, or the like, may use the copy provided to them.
- We do not report or share any details with anyone else (including a department chair or dean), this includes whether or not the person sought services in the first place.
- Departments, programs, colleges, or schools who engage CATL staff for group consultations can ask that the content of the session be confidential.
If you are seeking ways to describe your work with CATL, here are a few suggestions for documenting your involvement with CATL.
Schedule an appointment
To schedule a consulting appointment contact the CATL Program Coordinator at (336) 278-5106 or email email@example.com.
To request a mid-semester focus group and consultation, fill out the request form, by Friday, October 12. (We will take requests until then, unless we reach scheduling capacity before that date.)
Note: if you have a specific question about Moodle or instructional technology, our colleagues in Teaching and Learning Technologies (TLT) can provide just-in-time, useful information about various tools and apps. To schedule an appointment, contact TLT at (336) 278-5006 or email firstname.lastname@example.org. Teaching and Learning Technologies also welcomes drop-in questions in Belk Library room 115 on weekdays between 8am and 5pm.