• How do I request a SCOT?

    Click here to request a SCOT

  • How long will take for me to hear back from a SCOT?

    Generally, after submitting a request, you will hear from a SCOT via email within 2-3 school days. However, if we have a lot of requests that have come in at once or if there are not very many SCOTs with availability at the time your class(es) is (are) held, then it may be 1-2 weeks. The coordinator contacts professors directly who may have a few weeks worth of wait time after requesting a SCOT.

  • Do I have to introduce the SCOT to my class if they are doing an observation?

    This is entirely up to you! A SCOT can come into your class to do observations and not be identified at all. If students ask the SCOT, they will let students know that they are working with you and just doing an observation.

    Other times, professors like to point out the SCOT and let the class know they are a Student Consultant or that they are working with you.

  • How do I introduce a SCOT who is doing a Focus Group for my class?

    The best way to introduce the SCOT for a Focus Group is to let your students know that they are a Student Consultant that is working with you to get your students' feedback. Let the students in your class know that you are interested in getting their feedback/ suggestions/ ideas to improve/make changes in your class either for that semester or for future semesters.

  • Can I have a SCOT come anonymously to observe (where they haven't met with me beforehand, and I don't know that they are coming)?

    Yes, however there are a few things to consider. If your class is small, you get to know your students and this makes it harder to have a SCOT come and remain anonymous. We highly encourage meeting with a SCOT beforehand and giving them days that you will be teaching and having them choose a few to show up to without giving you a heads up, this way you will not alter your teaching knowing that the SCOT is there.
    In the case that you are teaching a section where you would not be able to identify a SCOT, you can contact the SCOT coordinator to set up this service. The SCOT coordinator will explain what the program is designed to do, you may need to read and respond to an email indicating you understand what a SCOT will be doing as an anonymous observer. We will also need you to provide some possible dates a SCOT could come in, days where you know that you will be teaching ( this way we don't show up on student presentation days, guest presenters, or video days). We'll also need to know if you want multiple observations. The SCOT will contact you after the reports are done to discuss their findings.

  • What services can a SCOT complete for my classes?

    Observation: During an observation, a SCOT will sit through a professor's class, taking notes on the classroom dynamics. The SCOT will look at HOW the professor is teaching rather than focusing on what they are teaching. The report generally contains, observations, the classroom layout, a breakdown of how class time was spent, and a summary with suggestions and ideas. Observations can be tailored to focus on a specific professor concern or they can be general. Having an observation is usually the first step in working with the SCOT program as it gives the SCOT an idea of how a professor teaches
    Anonymous Observation: Occasionally, professors ask for a SCOT to come observe without initially meeting with the SCOT or knowing when the SCOT will be coming to observe. A SCOT observes and creates an observation report. The professor will need to provide dates when the SCOT can come observe them teaching, this way a SCOT does not show up on test, student presentation, or work days. This option is not as useful in small classes as a SCOT can easily be identified. We recommend the regular observation service, as a professor can work with a SCOT to have the SCOT just show up to class.
    Focus Group: A focus group allows a professor to get direct, confidential, and honest feedback from their students. Here the SCOT will "interview" the class in a sense. The professor leaves the classroom for 15-20 min, or longer if arranged with the professor. The SCOT conducts a focus group to get the current students' perspectives of the class. The consultant asks the following questions: 1) What helps your learning in this class? 2) What hinders your learning in this class? 3) What suggestions do you have for this class? The SCOT compiles the results into a report and discusses the results with the professor. Results reflect the majority opinion. (This option can be used rather than canceling class, however SCOTs are NOT substitutes). We can do a version of our Focus Group for online classes.
    SRI Focus Group: The SCOTs can add in the SRI questions with the regular focus group questions. The SCOTs will compile the SRI question results along with focus group results. Note that this does not replace the institution's SRI data. SRI Focus Groups are recommended at or before mid- semester.
    Faux Student: The SCOT will take notes as if they are a student in the class. The SCOT will offer their perspective on what they believe are the key concepts to the professor based on the notes they take. SCOTs may also offer suggestions or ideas on with their notes on what it was like being a student in the class for a day.
    Film Maker The SCOT can film a professor teaching. Here the SCOT films a class session and creates a DVD for the professor. SCOTs are encouraged to take notes and provide suggestions while filming is going on. The professor may invite the SCOT to watch and discuss the film. Films are meant for faculty development. We ask that films not be released in any way for public or class viewing on YouTube, Canvas sites, etc.
    Syllabus Review: SCOTs can review a syllabus using a Learner-Centered Teaching based rubric. SCOTs look at clarity, organization, layout, and overall tone of the syllabus. The goal of this service is to develop a student friendly syllabus that begins to promote Learner-Centered Teaching ideas.
    Canvas: Most professors use Canvas for their classes. SCOTs can look over a Canvas site to comment on organization, clarity, and usability. A report summarizing the SCOTs findings and suggestions will be created. (Please note that all Canvas sites for online classes will first be referred to Distance Education as all online classes are assigned a course specialist to help with these same ideas).
    Creating or Analyzing Rubrics: Oftentimes, students may be concerned about requirements and expectations for a specific assignment. SCOTs can help with creating and analyzing rubrics. Both students and professor can benefit from having a rubric to outline the grading of an assignment and improve grading consistency.
    Other: Occasionally, we have professors ask for services not listed above. Feel free to explore new ideas as you work with the SCOT program! If you have an idea, the SCOT will just need to approve the idea with the Coordinator/FCTE. If you have an idea, please let us know and we will see what we can do! Ideas in the past have included: Classroom research surveys, Reflective Teaching, etc. For research requests, SCOTs can administer surveys that a professor provides. SCOTs do not generally help with the creation of research survey questions. A professor will need to provide the copies of the survey for a class.