Here are some ways The Collaborative might work with a specific department or program:

Curricular Mapping:

We can provide feedback to a department/program currently considering or undergoing the design or redesign of a degree or sequencing of courses.

Departmental/Programmatic Meetings:

We can attend a faculty meeting to discuss the needs of a department/program as it applies to Collaborative resources, events, and programs.

Focus Groups:

We cab conduct focus groups with department or program majors to help a department/program assess current Student Learning Outcomes.

Workshops:

We can provide a workshop tailored to the specific pedagogical issues/needs currently being faced by members of a department/program.

Consultation topics may include:

• reviews of course materials (such as syllabi and assignments)

• best practices for facilitating classroom pedagogical practices, including both dynamic discussions and interactive lecturing

• guidance on applying the principles and scholarship of course design

• methods for team-based learning and student peer review work

• implementation of multimodal or other "non-traditional" assignments

• building in scaffolding of assignments and formative evaluation of student learning

• incorporating Pathways elements into a course

• meaningful incorporation of academic technology

Please note: The Collaborative does not participate in faculty promotion-and-tenure evaluations. These consultations are both confidential and formative in nature.

Who should I contact for more details?

For questions about upcoming "Funding Talks" topics as well as additional resources for funding, please contact Peggy Sundermeyer (psunderm@trinity.edu).

What kinds of guides? What kinds of topics?

The guides take a variety of forms depending on the needs of the requesting faculty or staff member; however, these guides are often informal in tone, provide additional resources to consult, and work to both establish theoretical pedagogical frameworks and provide more practical tips for teaching. Topics of recent guides range from hands-on ways to encourage higher order critical thinking skills in the classroom to how to develop a rubric assessing creative products.

How do I request a guide?

Reach out to The Collaborative anytime you face a seemingly insurmountable teaching-related issue or when you simply realize you need more resources related to a specific SoTL topic. We will work with you to determine what type of guide you need and what sort of information you are looking for. After we have finished crafting your guide (which can take a couple of weeks depending on schedules), we'll send it your way!

Facilitating Feedback

The Small Group Instructional Diagnosis (SGID) process is a particularly effective means of collecting structured feedback from students as comments on a course's strengths and weaknesses are both candid and confidential. During class time, a member of The Collaborative will serve as a facilitator for this process by conducting in-class interviews (after the instructor has left the classroom). The facilitator will then respond to the instructor with a typed (for anonymity purposes) description of the issues, concerns, and ideas raised by the students. No records of the SGID are retained by the facilitator nor does the facilitator discuss the results with anyone other than the instructor.

Faculty use of SGID does not imply there are problems in classroom instruction or teaching effectiveness. In fact, this process is often adopted by faculty who already receive favorable end-of-term evaluations but wish to promote two-way communication in the classroom, generate conversation on course goals and learning outcomes, and/or evaluate new instructional approaches.

Process

1. An instructor and Collaborative facilitator meet to discuss the process and possible questions/topics for the feedback session.

2. The feedback session is scheduled; this should take approximately 30 minutes and take place during regular class time.

3. On the scheduled day, the instructor introduces the facilitator, explains the purpose of the interview, then leaves the classroom.

4. The facilitator divides students into small groups to discuss what aspects of the course facilitates and/or hinders their learning and what specific suggestions they might offer for improvement. Group information is shared with the class and the facilitator then guides the students to reach a consensus on their responses.

5. The facilitator meets with the instructor at a later time to discuss the results and consider strategies for faculty-student dialogue and/or fine-tuning the instructional approach.

6. The instructor then responds to the student feedback during the next class period such that students understand the effects of their feedback and specific steps taken by the instructor to assist their learning.

Scheduling a Mid-Semester Feedback Session

To learn more and/or schedule one for any of your courses, please contact us. Faculty who have participated in SGID and would like to facilitate for a colleague(s) can find support and training through The Collaborative.

We are able to offer:

• Classroom Observations: We can attend a pre-arranged class session to note a "typical" day in your classroom.

• Video Recordings of Teaching: We can work with ITS to provide you with an opportunity to see yourself in action.

• Classroom Discussion Diagramming: We can provide "heat maps" of who is (or is not) talking and what the space of your discussions look like.

Observations of teaching should occur regularly for all faculty, but especially for early career faculty. It is important that departments and programs create a formal process for its faculty members to not only be observed but receive opportunities to observe their colleagues.

While the Collaborative is neither a part of departmentally-run teaching observations or any form of teaching evaluation that might apply to tenure and promotion, we are happy to conduct teaching observations by request or to help facilitate observing colleagues outside of one's department.

How do I request an observation?

We are happy to work with you to schedule a teaching observation and opportunities for reflection. Just send us an email!

How does it work?

Toward the end of each semester, Trinity students will be provided with details about how to submit a Thank-a-Professor note. After grades are in, The Collaborative prints these notes on spiffy stationary and delivers them (printed and sealed!) to the professors. In Spring 2019, we received over 250 thank-yous for faculty in nearly every academic department.

Please note, responses will be read by Collaborative Staff and RICOH Printing in the process of preparing the letter(s), but will otherwise be kept confidential between the student and professor.

What is Tigers as Partners?

Tigers as Partners (TaP) was piloted at Trinity University in Spring 2017 by six student-faculty pairs that focused on meeting various, individual faculty-specific classroom teaching and learning goals. These one-on-one student-faculty partnerships are models for engaging students in the pedagogical practices that take place in the classroom. Since then, the program continues to expand to include more faculty and more students in this unique opportunity. The aims of this particular program include supporting professors in expanding their positive teaching practices, encouraging professors to explore different/innovative approaches to teaching, and broadening student reflection on their learning.

How does it work?

TaP student interns work with their faculty partners by observing the classroom, reflecting on those observations, and then brainstorming in conjunction with the faculty about pedagogical ideas in order to enhance the classroom experience. Working with a student in partnership offers faculty a new lens through which to view their classrooms, understand student dynamics, and be affirmed in their work. Essentially, having an outside student perspective allows for a fresh perspective so that a professor can make the classroom experience the best it can be for the students. The student partner gains a level of empathy and understanding for the role of the professor and becomes a better student in the process. Click here to view the full list of TaP services.

Who Can Participate?

Any and all Trinity faculty and teaching staff are invited to participate! Any Trinity student is invited to participate, given that they are at least of sophomore standing when they begin the program and are eligible to work on campus.

How Do I Sign Up?

Space each semester is limited. If you are interested in participating, please email the TaP Coordinator Donovan de Hoog (ddehoog@trinity.edu).

What is a Structured Writing Accountability Group (SWAG)? How do I join?

Unlike other types of writing groups that review drafts or provide feedback, SWAGs focus exclusively on providing a network of accountability buddies that can help provide the encouragement (or raised eyebrow) you need to meet your writing goals and remember you are not alone in your writing struggles and successes. The Collaborative offers several SWAGs throughout the year. These groups meet on a regular, often biweekly basis. While you do not have to be present at all sessions, the power of accountability does require regular attendance. To find out more about the current SWAG times or to inquiry about joining a SWAG, send us an email.

When is the next Writing Day?

Writing Days are traditionally scheduled at the start and end of the semester. Participants can attend in the morning, afternoon, or all day! The Collaborative (usually) provides sustenance and caffeine; participants should bring whatever they need to write. Check out our calendar of upcoming events to see our next Writing Day.