Grow your teaching skills in a supportive and collaborative environment! See below for more about TLCs.

If you just want to bounce ideas off of a teaching expert, but don’t want to invest loads of time, our Teaching and Learning Consultants are also available for Casual Consults – schedule a 30- to 60-minute meeting to ask questions or get ideas, followed by a quick summary email from your Consultant – that’s it! Casual Consults can always develop into a full TLC if the two of you decide this.

Request a TLC or Casual Consult Request a Teaching Philosophy Consult

About Teaching & Learning Consultations (TLCs)

• Goals

  Using TLCs, our goals are ...

  • To provide you with a unique perspective on instructional practices from someone outside of your department (or even college)

  • To provide you with insights into positive practices you are already using and are encouraged to continue

  • To provide you with insights into a manageable number of new strategies or practices you can incorporate to strengthen your instruction in a course

  • To provide you with formative, rather than summative, feedback about your instruction – in the areas of interest or need that you identify

  • To provide you with a sense of support and encouragement per your instruction

  • To build, through the process of TLCs, a community of practice and support around instruction at ETSU
• Process

  

  

• Parameters

  TLC Timeline Expectations

  Upon receipt of your request, your basic information will be assigned to a Consultant within approximately a week.

  Your Consultant should reach out to you shortly after receiving your information to schedule your pre-meeting, within approximately a week.

  The full TLC process is likely to take a total of 6-8 weeks; your Consultant is a teaching faculty member, too!

  If you teach online, please be prepared to offer your Consultant access to your course as Co-Instructor in D2L. Providing this access quickly will speed up the TLC process.

  TLCs Will...

  • Be provided only by fully trained individuals

  • Include, whenever possible, a pre- and post-meeting

  • Focus on a limited area(s) of need, as identified by the instructor

  • Be requested specifically by the instructor, not a supervisor

  • Address pedagogical practices

  • Include a document (SCOOP) with targeted recommendations likely to yield the most benefit as well as notations of the instructors’ existing positive practices

  • Be provided in a tone of support and encouragement

  TLCs Will Not...

  • Be provided if requested by a Chair, Dean, or other administrator for an instructor

  • Be used as a tenure/promotion primary course review (although it can be used as evidence of progress or efforts in teaching in a T/P portfolio)

  • Review content for appropriateness

  • Be exhaustive

  • Be provided in a tone of critique

  • Provide an overall course “score” or evaluative ranking

  • Use College/Departmental course review templates