Instructional and Faculty Development Consultation Services

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Mid-Semester Feedback 

The Center for Excellence in Teaching and Learning staff serve faculty, instructors, and teaching assistants. Mid (or before) semester feedback sessions are available so that instructors may gain invaluable and timely student input that informs your teaching and student learning. A trained consultant works with students via confidential focus groups. Student feedback is then summarized and shared with the instructor.

  • "[The Center for Excellence in Teaching and Learning] was very helpful in conducting a mid-semester evaluation for my class and obtaining candid student feedback. This feedback from students, combined with constructive input from [the Center for Excellence in Teaching and Learning], helped me update my teaching strategies before it was too late in the semester."

All available spots for Spring 2017 have been reserved.

Please contact us for information about reserving a feedback session
for Summer or Fall 2017.


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Want More for You and Your Students? 

You’re not alone! Over the past few years, we’ve annually served over 800 different CMU faculty. We hope to serve you this year and trust that you’ll benefit from one of the Center for Excellence in Teaching and Learning's programs, services, or resources. We are excited to collaborate with interested individuals and groups to: 
  • develop new ideas or new teaching-learning practices,  
  • enhance the quality of instructional design,   
  • implement research-based teaching and learning strategies, and  
  • build meaningful connections with students.  
We’re here to help you elevate your students’ commitment to your course content. The Center for Excellence in Teaching and Learning is devoted to providing high-impact opportunities that increase student engagement and academic success

Contact us at or 989.774.3615 to learn more. We look forward to serving you.


The Center for Excellence in Teaching and Learning Team

Faculty Feedback

  • "I highly recommend the professionals at [the Center for Excellence in Teaching and Learning] for those who want to take their teaching to 'the next level'." 

  • "When I first came to [the Center for Excellence in Teaching and Learning], I had no clue about teaching. Their personnel were so patient with me and helped me learn the process of syllabus design, assessment rubrics, and even provided classroom tips for my courses. They are still my 'go to people,' who welcome my questions."  

  • "[The Center for Excellence in Teaching and Learning] gave me valuable insights, shared their expertise with me and helped restore my enthusiasm for teaching. In fact, my overall teaching effectiveness score increased considerably. I will continue to work with them and proceed with renewed energy and vigor and, look for further improvements in this area."

Instructional Teaching & Learning Consultations 

As an instructor, you have a powerful, unique, and confidential way to augment your teaching practices. Individual, confidential consultations are available on the following topics: 

  • Understanding today’s CMU student 
  • Student engagement and motivation 
  • Syllabus content and design  
  • Course design/redesign 
  • Integration of learning technologies
  •  Online, hybrid/blended, and compressed-format instruction
  • Research and resources on high-impact teaching strategies (e.g., active and collaborative learning, under-prepared or first-year students, inclusive teaching methods, teaching large classes, interdisciplinary teaching, designing capstone experiences, team-based learning, service-learning, problem-solving and critical thinking, etc.) 
  • Infusing "Self-Regulated Learning" (for students) into your course
  • Classroom civility/incivility 
  • Developing assessments and collecting student feedback 
  • The Scholarship of Teaching and Learning (SoTL) 

Faculty Development Consultations 

In addition, to support instructors across various career stages, confidential consultations are available on such topics as: 

  • Feedback on student opinion surveys / end of course surveys  
  • Documenting and evaluating your teaching effectiveness 
  • Creating a teaching or course portfolio 
  • Navigating department culture and overcoming “hollowed” collegiality
  • Research design, quantitative or qualitative data analysis, survey design 
  • Research and resources for educational components of grant proposals

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Classroom Observations

Classroom observations, online and face to face, are available to instructors who wish to have a trained instructional designer observe their teaching and provide feedback. The Center for Excellence in Teaching and Learning staff will confer with instructors by email, phone or in person before the scheduled observation to identify the instructor’s goals for the consultation and the class session. Please note that staff members typically utilize a “field notes” approach and will record instructor instructions, activities, interactions as well as student behaviors, and responses. A confidential review follows the observation, enabling the consultant and instructor to discuss the session and its implications for instruction.  

Recommended Center for Excellence in Teaching and Learning Resources 

Recommended Online Resource

Teacher Behavior’s Inventory – Teaching Development – Evaluation Tools: (Visit Calvin College’s “Teaching Development – Evaluation Tools” resource page to learn more about this inventory that can be used as a self-assessment or as a student feedback tool to inform teaching effectiveness and student learning.) To access the Teacher Behaviors Inventory directly, visit 

Related Texts or Articles

  • Brinko, K. T. (2012). Practically speaking: A sourcebook for instructional consultants in higher education. (2nd Ed.). Stillwater, OK: New Forums Press, Inc. 
  • Finelli, C. J., Ott, M., Gottfried, A. C., Hershock, C., O’Heal, C., & Kaplan, M. (2008, October). Utilizing instructional consultations to enhance the teaching performance of engineering faculty. Journal of Engineering Education, 97(4), 397-411.
  • Hativa, N. (2000). Improving instruction through modifying teachers' thinking, beliefs, and knowledge. In N. Hativa & P. Goodyear (Eds.)Teacher Thinking, Beliefs and Knowledge in Higher Education. Kluwer Academic Press.
  • Penny, A.R., & Coe. R. (2004, Summer). Effectiveness of consultation on student ratings feedback: A meta-analysis. Review of Educational Research, 74(2), 215-253. Retrieved from
  • Piccinin, S., & Moore, J. P. (2002). The impact of individual consultation on the teaching of younger versus older faculty. International Journal for Academic Development, 7 (2).
  • Rohdieck, S.V., Kalish, A., Plank, K. M. (2012), Assessing Consultations. In K. T. Brinko, (Ed.), Practically speaking: A sourcebook for instructional consultants in higher education. Second Edition. Stillwater, OK: New Forums Press.

Scheduling a Consultation or Mid-Term Semester Feedback Session

Our staff is skilled in a wide variety of teaching and learning areas. Please contact our office to be directed to the best person suited to your specific question or needs. 

Phone: (989) 774-3615 

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Consultations on teaching and learning at the Center for Excellence in Teaching and Learning are voluntary and confidential. All summaries of observations, mid-term semester feedback sessions, notes or recommendations made to instructors during consultation meetings are provided only to the instructor to be used as he/she chooses (e.g., to use to inform teaching practice or to include in a course portfolio). Any additional use of these products is subject to the consent of the instructor.