What We Do
OUR APPROACH . . .
Learner-centered We put student learning at the center of the teaching process, helping faculty and graduate students to develop course objectives, assessments, and instructional activities that together support and promote student learning and performance.
Educational We help faculty and graduate students gain a deeper understanding of the principles that underlie effective learning and teaching so that they can make appropriate teaching decisions for their own courses. We do not simply dispense teaching tips.
Collaborative We work closely with faculty and graduate students to help them identify their strengths as teachers and to jointly devise strategies for course improvement and educational innovation.
Constructive We focus on providing constructive and practical feedback to help our colleagues succeed as educators. Our role is to support teaching, not to judge performance.
Data-driven We gather and analyze extensive data through classroom observations, student focus groups, and examinations of teaching materials. We then help faculty members and graduate students use these data to diagnose strengths and identify areas for improvement.
Research-based We apply state-of-the-art research from a range of disciplines to help faculty and graduate students design and teach more effective courses. We also conduct original research where gaps in the literature exist.
WE OFFER . . .
- Individual consultations with faculty and graduate students.
- Resources for faculty, including sample syllabi, model grading rubrics, informational booklets and web-based documents.
- Workshops and seminars for faculty, graduate students, and department heads.
- Collaboration with faculty on educational projects.
- Institutional research that impacts educational practice and policy.
WE WORK WITH . . .
All faculty members who teach (e.g., tenure-track, teaching-track, visiting, adjunct) and graduate students (teaching assistant, instructor, and future faculty) who want to reflect upon and improve their teaching. This includes faculty and graduate students who are:
- new to Carnegie Mellon and want to calibrate to our students and the institution,
- experienced and successful teachers who want to try new techniques, approaches or technologies,
- encountering difficulties in their courses and want help identifying and addressing problems, and
- new to teaching and want help getting started (including graduate students who anticipate pursuing an academic career).
CONSULTATIONS ARE . . .
Strictly confidential We do not disclose any information from our consultations. This includes the identities of those with whom we work, the information they share with us, and data we gather on their behalf via classroom observations and interactions with TAs and students.
Documented for faculty and graduate student purposes alone We provide written feedback to the colleagues with whom we consult that summarizes and documents the consultation process. We do not write letters of support for reappointment, promotion or tenure, but faculty can choose to use our documentation as they see fit.
Completely voluntary We do not seek out faculty or graduate students, but we are happy to meet with anyone who contacts us.
