All faculty members are welcome to consult with Kate Stanton, Senior Associate Director, Teaching Initiatives and Programs for Faculty. These non-evaluative consultations may address any number of topics, including but not limited to: preparing a syllabus; designing assignments and grading rubrics; trying out new pedagogical approaches in lecture, lab, or precept; or teaching inclusively and equitably. A consultation may also (but does not have to) include a classroom observation.
In addition to instructional consultations, faculty members may ask a McGraw Center consultant to observe their lecture or seminar. Faculty members, AIs, and other instructors can arrange for a consultant from the McGraw Center to visit a lecture, lab or precept and provide confidential constructive feedback. Classroom visits are generally preceded by a brief meeting in which the instructor articulates his or her objectives for the session and may suggest what he or she would like the observer to pay particular attention to. After the classroom observation, a descriptive, non-evaluative review provides feedback to the instructor. If the instructor indicates interest in changing aspects of his or her teaching, the consultant can suggest information resources or strategies for doing so. Instructors may choose to repeat the observation process during the same semester or at a later point.
Classroom visits may also include videotaping of the class. In this case, a video technician records the class, focusing primarily on the instructor, but also capturing student actions, interactions, and responses. The videotape may be reviewed by the instructor before the follow-up meeting with McGraw staff. In the follow-up, non-evaluative review, the McGraw consultant addresses moments of the classroom videotape of particular interest to the instructor. Often, the instructor chooses another videotaping later as the semester progresses.
As you watch your video, we offer some considerations to keep in mind and questions to help focus your viewing on important teaching issues.