Faculty-to-Faculty Consulting Program

How to Request a Consultation

Send an Email to Dr. Laura Hill laura.hill@uvm.edu (email).

Many faculty value conversations with colleagues about teaching challenges and creative ways to handle them. As part of the CTL Faculty-to-Faculty Consulting Program, Laura Hill is available to meet with fellow faculty to talk confidentially about teaching.

Dr. Hill is available to consult on a variety of topics, including:

  • Course and syllabus design
  • Designing inclusive classrooms
  • Integrating information literacy and library instruction
  • Active learning and discussion
  • Classroom climate
  • Controversial topics in the classroom
  • Effective use of iClickers
  • Effective use of PowerPoint
  • Assessment and grading strategies
  • Teaching non-majors
  • Teaching TAP, HCOL 086, and sophomore seminars
  • Teaching large enrollment classes e.g. effective lecture and management strategies
  • Peer observations to evaluate teaching effectiveness
  • Managing and mentoring undergraduate and graduate teaching assistants
  • Developing exhibits of student research (on-campus exhibits, posters, Student Research Conference presentations)

Goals of the Faculty Associates Program

  • Increase faculty-to-faculty support networks for teaching and learning
  • Expand the availability of peer teaching consultations tailored to individual needs
  • Increase the institutional capacity for developing faculty leadership and skills in the peer consultation process

Faculty Bios

Laura Hill, Senior Lecturer, Plant Biology

Dr. Hill teaches within the Plant Biology and Biological Sciences programs at UVM. Her classes include large-enrollment and upper-level undergraduate courses in botany, biology, and genetics, and include a number of sustainability (SU) courses in the sciences. In 2013, Dr. Hill was the recipient of the UVM College of Agriculture and Life Sciences Joseph E. Carrigan Award for excellence in undergraduate teaching, student advising, and undergraduate education.

Dr. Hill regularly works with graduate teaching assistants and also mentors undergraduate student research projects with a focus on sustainable solutions using plants. She is published in journals related to the scholarship of teaching and learning, sustainability in higher education, plant biology, and ecology.

Dr. Hill’s administrative experiences includes co-directing the Biological Sciences program, serving as the College of Agriculture and Life Sciences Assessment Coordinator, and co-chairing UVM’s New England Commission for Higher Education (NECHE) Educational Effectiveness Standard 8 committee. Dr. Hill also helped lead the charge for UVM’s General Education Sustainability requirement in 2015 and co-chaired the Sustainability Curriculum Review Committee. She was awarded the EPA Environmental Merit Award in 2016 for her efforts leading the sustainability initiative at UVM.

Dr. Hill is currently developing an interdisciplinary faculty learning community for contemplative pedagogy in collaboration with CTL. We will recruit our first faculty cohort in Fall 2020. A variety of contemplative pedagogies may be used to shift the focus of teaching and learning that connect students to their lived, embodied experience of their unique learning process. In the classroom, Dr. Hill uses a variety of contemplative practices including breath- and centering techniques to arrive and quiet the mind and reflective writing. She also uses iClickers coupled with peer instruction, Just-in-Time teaching pedagogy to enhance classroom feedback, community and interaction. She has also developed a variety of formative assessments to enhance critical thinking.

Dr. Hill has hosted workshops on learning outcomes development and assessment, interactive teaching, and engagement in large-enrollment courses. Dr. Hill also facilitates teaching retreats for faculty in higher education. She enjoys discussing all aspects of teaching with colleagues in all disciplines. Some specific topics of interest include backwards design, learning outcome development and assessment, assignments for critical thinking skills, contemplative pedagogy, strategies for engagement in large-enrollment classes (e.g., peer instruction and Just-in-Time teaching), and sustainability (SU) general education course development.