These consults focus on communicating to students an assignment’s purpose, tasks, and evaluative criteria. Our conversations will be grounded in two research-based frameworks: 1) Transparency in Learning and Teaching (TiLT) which focuses on describing your assignments clearly and making sure that they are aligned with course learning objectives and 2) Universal Design for Learning (UDL)which focuses on offering multiple ways for students to access information, participate, and demonstrate their learning. 

The syllabus not only communicates course requirements and expectations for student success but also conveys your philosophy about teaching and learning. Based on your questions, CTL can review your syllabus to identify opportunities for using student-centered language, increasing transparency about your expectations for student success, and using your syllabus to encourage inclusive and equitable learning environments. 

CTL’s confidential teaching observations are instructor-driven and are designed for individual personal growth. (We do not provide observation reports for use in promotion/tenure/reappointment decisions.)

There are 3-parts to an in-class observation:

• A pre-observation meeting to learn more about your pedagogical goals as well as the course and class to be observed.
• The in-class observation
• A post-observation debrief meeting to share feedback, goal setting, and plans for further support.

In addition, CTL offers a structured observation service focused on inclusive teaching, using the Protocol for Advancing Inclusive Teaching Efforts (PAITE). This protocol focuses on observable components of a class session that contribute to creating a welcoming and equitable environment, such as patterns of student participation and specific teaching methods There are many areas of teaching it doesn’t address (e.g. course design). Its value lies in the opportunity for critical reflection and future planning.

The PAITE observation also uses the three-part structure described above.

CTL staff will visit your class mid-term to collect feedback from students about their experiences thus far. This feedback can be helpful if you want to implement small changes to your teaching during the semester. CTL staff will facilitate a brief conversation with your students during a class, summarize results, debrief with you about their experiences, and suggested small changes you can make. All information collected will be anonymous and confidential.

Student course evaluations are often an imperfect and incomplete measure of teaching. While they can yield information about students’ experiences in your course, they can also be a source of stress and frustration. However you feel about student course evaluations, they are a part of academic life. It could be helpful to discuss your course evaluations with CTL. These confidential conversations can support you to celebrate what's working, find patterns in results, balance quantitative and qualitative comments, and identify one or two areas to strengthen your teaching. We'll also share ways to get a more complete picture of the student experience, such as collecting formative student feedback, teaching observations, and self-reflection 

• Request an overview of CTL services, or a 30-minute facilitated “sparkshop” discussion on topics related to teaching and learning.
• Choose one or more CTL workshops to offer a time that’s convenient for your department.  Workshops can be scheduled throughout the semester or offered as a multi-day series, based on your goals.  Custom workshops are available on a first-request basis. To request a custom workshop, email ctl@uvm.edu