"To catch light and heat from each others thoughts" - Pater
The Faculty Commons acts as a nexus for dialogues and resources about teaching & learning
based upon the idea that when faculty openly discuss their knowledge and experiences
of working with students, the learning atmosphere of the whole campus is deeply enhanced.
Further, it is also believed that faculty can readily support and help one another,
and themselves, in their lifelong development as teachers when there is regular reflection
upon one's own teaching and when experiences of the teaching methods of other faculty
are accepted as key parts of that development.
All consultations and services are voluntary, confidential and are conducted with high professional standards. To request any of the following services, please complete the faculty request form, or phone the Faculty Commons at 227-7196, or stop by our offices in Hunter Library.
Tools and FormsTeaching Observation Instrument
Faculty may request a collaborative discussion about and analysis of a particular course, from the purpose and development of the syllabus to course goals to assessing students' work. Instructional Developers, Robert Crow and Freya Kinner are available to assist faculty, instructional staff, and graduate teaching assistants.
Purposes and Methods of Student Evaluation
The Commons staff can work with faculty in developing a course-long strategy for obtaining and evaluating student feedback that places the final, end of the course student evaluations in the context of the whole course. The Commons itself has no role in the use of summative evaluations. All of our work with you is confidential.
As every discipline has its unique ways of being taught, so too is every teacher unique. The development of a Teaching Portfolio is an excellent way to reflect upon one's teaching theories and practices for formative and / or summative purposes. The Commons will work with faculty to create portfolios that best express one's teaching vision, goals, content, methods, development over time and individual contributions to our community of learning and learners.
The quantity, quality and significance of the work of students in a course can be deeply assessed by incorporating Learning Portfolios into what is expected of students in a course. It not only stimulates the students towards deeper engagement with the course topic, but helps students learn about the very process of learning as they experience it. The Commons can help faculty help students understand the worth of Learning Portfolios and how to compile them.