The CTE offers individualized or small group consultations related to teaching for all faculty across the campus. A CTE staff person may meet with individual faculty for support in new teaching initiatives or for the enhancement of existing teaching skills. CTE staff also provide discipline specific teaching support for individual departments and small groups of faculty who are engaged in particular projects supported by grants that have a focus on the development of teaching skills. Staff are experienced consultants and life coaches who confer with the faculty in confidential meetings. 

The Online Teaching Check-in is a forum for faculty to discuss any issue related to teaching and learning. It’s held each Wednesday at Noon on Blackboard Collaborate. The CTE Director, the Assistant Provost of Distance Education and Extended Learning, a Digital Learning Faculty Fellow, or an Instructional Designer from ITTD engage with a variety of topics related to teaching and learning. The facilitator(s) offers some research-based information which is discussed in an open forum. The Online Faculty Commons Community of Practice can be accessed on Blackboard, under Organizations.

The success of new faculty is a very important focus for the CTE. A 2-day New Faculty Forum is held each August in which new faculty engage in interactive sessions on teaching, research and service from various offices on campus. Thereafter, a year-long endeavor to continue to orient new faculty to NC A&T is provided to all incoming part-time and full-time faculty. New faculty engage on a variety of topics related to teaching and learning. Individual follow-up meetings are held at the request of the new faculty member throughout the academic year.

Student feedback sessions are available for instructors who want to improve their teaching during the semester. A member of the CTE staff will confer with the instructor before the feedback session to identify the instructors’ specific questions or concerns. The instructor will leave the class for 20-30 minutes and the consultant will elicit the feedback process by asking students to form small groups to answer the following questions before sharing findings with the class:

  • What is the professor currently doing to help you learn in this class?
  • What specific recommendations for improvement would you like the professor to make?

The consultant will summarize the students’ input and meet with the instructor before the next class session. Together they will review the student feedback and develop a plan for responding to student concerns and suggestions. The process does not require instructors to make changes, but they often chose to do so. Instructors can also request variations of this model.