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Endeavor Foundation Center for Faculty Development

Consultations


The Endeavor Foundation Center for Faculty Development supports individual faculty across the professional lifecycle, works with departments and programs in their efforts to support the teaching mission of Rollins College, and contributes to the college's culture of teaching and learning.

One-on-One Consultations

Consultations are available in a variety of forms from the Endeavor Center and from colleagues and partners across campus.  Follow the links below for details. 

Endeavor Center Director

Reflective Teaching Partnerships with Barbara Carson

Campus Scholarly Consultants

Consultations with Endeavor Center Director

Faculty members may request individual consultations* with Nancy Chick on any of the following:

  • reflecting upon, learning about, or improving their teaching,
  • understanding, assessing, or improving their students' learning,
  • conducting research on their teaching and/or their students' learning (i.e., the scholarship of teaching and learning, or SoTL),
  • being intentional about the interwoven nature of teaching, scholarship, and service.

Consultations most often take the form of individual conversations with the Director, or a relevant partner on campus (e.g., the Reflective Teaching Partnership program [click tab above] in which Barbara Carson will visit a class for two weeks as "an objective observer who can report on what a class is like from a student's perspective").

Consultations may take place in your office, the Director's office (Olin Library 209), an informal meeting place on campus like the Bush Atrium, a coffeehouse off campus, etc.


*  Consultations are both confidential and formative in nature, and are informed by the Ethical Guidelines for Educational Developers developed by the national POD Network in Higher Education.

Consultations with Committees & Departments

Representatives of campus groups may request consultations, conversations, workshops, and/or collaborations on issues related to teaching, learning, curriculum, assessment, self-studies and external reviews, and professional development.

Some examples include

  • Facilitating forms of non-evaluative peer observation
  • Exploring ways to document and share teaching effectiveness
  • Honing discipline-specific or "signature" pedagogies
  • Designing for and assessing student learning in individual courses, curricular sequences, or larger programs
  • Creating plans for developing or advancing teaching expertise
  • Recruiting, hiring, and orienting new faculty
  • Mentoring faculty