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What does a consultation look like? 

CIS staff offer consultations related to many facets of teaching, such as pedagogy and methodologies, instructional and curriculum design, educational technologies and media, best practices teaching in different formats, and educator professional development, among other things. 

We provide consultations in various venues and formats to suit your needs and will consider other requests as necessary. Examples include: 

  • Virtual – Meet with us on WebEx, Microsoft Teams, or another virtual tool of your choosing. 
  • Telephone – Confer with us over the telephone. 
  • Email – Confer with us in written format. 
  • Small Group – Invite us to a development cohort, a department meeting, or another setting to start a dialogue on practice with a small group of educators. 
  • Pre- or Post-Consultation Pairing of Services  – Instructors are encouraged to pair a consultation with other CIS services and data to maximize benefits.

What we offer you  

  • Confidentiality. Though we may capture notes within our office and for you, our consultations are confidential, and the content therein will not be shared with your teaching supervisor or others outside of our team.  
  • Suggested strategies and implementation techniques to enhance teaching. There are many ways to enhance teaching. We can focus on quick, easy-to-implement strategies or build with you toward longer arcs of impact and design.  

What we ask in return  

  • A collaborative, willing attitude. This feedback is provided in the spirit of friendly collaboration and growth, not from a place of evaluation. We know that teaching practice can feel deeply personal. However, growth often comes from a place of discomfort, so we ask that you also approach consultation with an interest in self-reflection and professional growth.     
  • Commitment to the process and implementing related changes. To align with our service objectives, we will follow up to gauge the implementation of discussed strategies. Consultation often involves multiple, time-intensive components (consulting, observing, surveying, analyzing data, reporting, etc.), so we ask that you commit to the process and the resulting incremental change.  

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Community of Inquiry. (n.d.). Retrieved from

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.