Reported Long–Term Value and Effects of Teaching Center Consultations

Authors

Wayne Jacobson, University of Washington
Donald H. Wulff, University of Washington
Stacy Grooters, University of Washington
Phillip M. Edwards, University of Washington
Karen Freisem, University of Washington

Date of this Version

2009

Document Type

Article

Citation

To Improve the Academy: A Journal of Educational Development (2009) 27

doi: 10.3998/tia.17063888.0027.016

The authors would like to acknowledge Jennie Dorman, Kate Dunsmore, Irina Gendelman, Jason Hendryx, Margy Lawrence, Lana Rae Lenz, and Riki Thompson for their assistance in developing the survey and analyzing responses.

Comments

License: CC BY-NC-ND

Abstract

We regularly ask clients for feedback on their recent consultations with Center for Instructional Development and Research (CIDR) staff, but in the past we have not systematically assessed our longer-term contributions to the teaching of our clients. We recently surveyed faculty and teaching assistants who consulted with CIDR one to five years ago and found that many former clients highly valued CIDR’s contribution to the development of their teaching. However, some of the most highly valued benefits they identified were not limited to what they did each day in class. This chapter identifies benefits of consulting with a teaching center that clients reported valuing one to five years after the consultation.