Academic Development Projects

There is considerable literature on teaching consultation and specifically on peer consultation on teaching. This literature focuses on the issue of need for and approaches to training as well as on the impact of instructional consultation on the participant, the learning of students, on the institution and even on the consultant. There is also a recognition that professionals can benefit from the opportunity for feedback on their practice, and that professors can assist colleagues to be more aware of the assumptions underlying their practice as well as to change their practice in positive ways. Instructional consultation incorporates feedback on teaching and is a structured way to help colleagues reflect on and enhance teaching and learning in their classrooms. Peer consultants only engage as such in structured programs after a period of careful preparation followed by ongoing support with opportunities to enhance the quality of their work. Instructional consultation is a vital part of the majority of faculty development programs in colleges and universities world wide. All such programs making use of peer consultants, involve a period of training for the consultants. Training programs vary depending on the consultation approach adopted, the context and other features of the specific institution. Several reviews of the literature have advocated consultation as an important part of teaching improvement programs. Indeed, individual consultation on teaching is seen by many as the "single most effective way for faculty to reflect on teaching and to make change". Empirical studies have found evidence concerning the efficacy of instructional consultation.

Program Objectives
The overall objective is to prepare academics to serve as Peer Consultants in Teaching. This would involve assisting a university colleague to improve his teaching which will reflect positively on the learning of his students. The program will permit the participants to:
- Examine the nature and varieties of consultation and of peer consultation in particular
- Distinguish the main features of successful peer consulting programs
- Explore the phases in instructional consultation and their opportunities for the consultant and the participants
- Experience peer consultation "in vivo" as well as through case studies
- Develop strategies for observing teaching, consulting students, recording and analyzing the data collected, preparing for review of the latter with the participant
- Practice a range of critical skills involved in instructional consultation, including relationship building skills, observational and feedback skills as well as report writing skills to summarize the results of the consultation for the participant
- Examine strategies for evaluating the impact of the peer consultation process
- Identify resources to promote their own ongoing development as consultants
- Develop a common language for discussion, increased empathy for their teaching colleagues, greater comfort in their role as consultants and a greater sense of being part of a team engaged in peer consultation.
Who should attend?

Experienced faculty members who are ranked as Associate Professor or Professor.
Program Outline
1. Workshops to train faculty members to serve as peer consultants.
2. Hands-on practice sessions to apply what have been learned in the workshops
3. Motivating elements to engage faculty members in the program.
Topic Breakdown
The following topics are taken up in the training program. Naturally, these will overlap with the content mentioned earlier.
- The nature and types of consultation
- The nature and purpose of peer consultation; who do peer consultants serve; the role of the peer consultant.
- The main features of successful peer consultation programs
  The peer consultation program at KFUPM
- A detailed consideration of the components and phases of peer consultation
- Practice of a range of critical skills in peer consultation: relationship skills, listening, attending, responding, questioning, as well as feedback skills
- Methods and skills of teaching observation, methods of recording and analyzing teaching observations and data, methods for consulting students concerning teaching, preparing meaningful reports on instructional consultations
- Strategies for evaluating the impact of instructional consultations
- Ongoing development of the peer consultant
- Ethical considerations in peer consultation
Language of the Program

The language of the program will be English.

Program Date

Event Type	Date	Duration	Venue
Workshop 1 for KFUPM faculty	Dec 29, 2007 - Jan 02, 2008	5 days	KFUPM
Practice Session 1 for KFUPM faculty	TBA	2 days
Workshop 2 for other faculty	Jan 05, 2008 - Jan 09, 2008	5 days	KFUPM
Practice Session 2 for other faculty	TBA	2 days

Program Duration

The program is conducted through two workshops. Each workshop is followed by a hands-on practice session. The duration of the each workshop is five days of seven hours each. The duration of the hands-on practice session is two days of seven hours each.

Timetable of the Workshop

Subject	Time
First Topic	08:00 - 09:00 AM
Break	09:00 - 09:15 AM
Second Topic	09:15 - 10:15 AM
Break and Activity Entertainment	10:15 - 11:15 AM
Third Topic	11:15 - 12:30 PM
Prayer and Lunch Break	12:30 - 01:30 PM
Fourth Topic	01:30 - 03:00 PM

Program and Team Consultants

This program is managed by the Teaching and Learning Center at the Deanship of Academic Development headed by Dr. Syed A. M. Said.

Prof. Sergio J. Piccinin from University of Ottawa, Canada, who has extensive experience in the subject of the program, is going to conduct the workshops of the program.

#	Name	Current Job
Trainer
1	Dr. Syed A. M. Said	Coordinator, Teaching & Learning Center, DAD
Expert and Consultants
2	Prof. Sergio J. Piccinin	Ex-Director of University Teaching Center, Ottawa University, Canada

Maximum number of Participants

The maximum number of participants in each workshop should not exceed 15.