Services Available to Individual Faculty

Our goal is to meet your needs as you reconsider and (potentially) change your teaching practices to enhance learning in your classes. Our services are always individualized to meet specific needs…

Sometimes faculty members seek our services in order to improve student reactions to their teaching as reported in end of course evaluations.
Sometimes a faculty member seeks our services to improve a specific aspect of their teaching — course design, grading systems, class discussion, large lectures, active learning, etc.
Sometimes a faculty member seeks our services in order to try something new — for example, case method teaching, active learning techniques, service learning, problem-based learning, etc.
Sometimes a faculty member seeks our services with very specific questions related to effective college level teaching. "What are some ideas on how to….?
Sometimes a faculty member seeks our services to assist with the teaching documentation needed as part of promotion and tenure review or post tenure review…
Sometimes a faculty member seeks our services in order to just discuss and talk about teaching challenges and successes…and perhaps, frustrations.

All of our services are confidential! See the policy. No records are maintained. The fact that services have been requested or provided is never revealed to anyone including chairs and deans, etc.

OUR PROMISE…

The Center for Teaching Excellence will never tell you how to teach — we take no normative positions involving teaching. Instead, we ask you as a scholar and teacher to consider the research and relevant scholarship and the "best practices" from the field of college teaching… and we will help you do this…and, as appropriate, we will help you apply this scholarship in your teaching.

HOW TO BEGIN…

Contact the Center for an appointment — typically 1-2 hours to get started. Bring relevant materials — a syllabus, course evaluations, etc. Let’s talk!

… THEN WHAT?

Together, we will decide what makes sense as the most effective and efficient strategy to achieve your goals. Typically "we" gather some information and meet approximately once every two week until "we" have accomplished your objectives. We will map out a plan both of us consider appropriate.

WHAT MIGHT THIS INVOLVE?

Class Visitation - typically a minimum of three classes need to be visited before any reliable and valid conclusions can be drawn. If appropriate, we will do this. These can be scheduled at your convenience. A feedback session is then used to provide you critical observations related to your class.

In-Class Video Taping — to provide your direct feedback on how students see you in class. Typically our staff come to a class and set up the video camera and return at the end of class at which time they give you the tape. After you have examined the tape, the Director is available to view it with you for specific "lessons learned."

Mid-Semester Course Assessment — using either the UNH standard instrument or another survey instrument or approach geared to specific questions or issues.

Detailed Analysis of Student Reactions to Your Teaching — analysis of standardized data to reveal trends and issues.

Course Design Analysis and Assistance— a review of the design of one or more courses including its objectives, evaluation system, and other features that may warrant reconsideration. Frequently involve the faculty member considering the "best practices" scholarship in specific areas.

Directed Readings — so that the faculty member is aware of the "best practices" being reported in the field of college teaching. As part of this we maintain Research Bibliographies on specific topics and will provide you copies of relevant articles upon request. As needed, we will also do Specialized Searches for relevant research and scholarship on other topics and issues and will then provide you the materials.

Video Tape Library — we hold numerous (very good) video tapes on specific topics. It is frequently very helpful to see how, for example, to effectively teach a large class or lead a class discussion as part of considering the "best practices" scholarship in this field.

Participation in Specific Seminars or Workshops related to the faculty member’s goals.

Participation in Specific Graduate Courses in College Teaching — typically Summer Institute courses specifically relevant to the faculty member’s goals for seeking services.

Other — anything else we need to do in order to assist the faculty member meet his or her goals related to teaching.

WHEN CAN THIS BE DONE?

Typically we meet with faculty weekdays between 8 — 5 during the academic year and by appointment during June, July or August. BUT alternative arrangements are possible to accommodate your schedule — evenings, for example. If needed, meetings can also be held other than at UNH-Durham. For example, at UNH-M.

NEXT STEPS…

Call (603) 862-0233 or email us for an appointment.