Many instructors have not been trained in teaching methods, and may have difficulties conveying contents and concepts to students, who are relative novices.
Many TLCs in Canada and around the world, for example, have implemented the Instructional Skills Workshop since 1978 as a peer micro-teaching certificate program.
Workshops or "brown bag" meetings may be offered by the center's staff or outside speakers on various aspects of professional development and teaching techniques.
Workshops may provide instruction in newer teaching techniques, by introducing techniques to instructors and/or helping them to better implement these methods, as well as helping them to make more effective use of traditional methods such as lectures and lecture-discussion formats.
Orientation workshops can also introduce teaching skills as well as other necessary information for newer faculty members.
FLCs consist of instructors, often similar or related fields, to meet in small groups to troubleshoot difficulties and issues that they face in teaching, and to brainstorm or research solutions.
Members meet regularly to discuss issues and findings, and may engage in journaling or other means of promoting reflective practice about their teaching.
Teacher-student issues might include understanding and addressing difficulties that students might have; guidance on how to mentor graduate students; and understanding issues of gender, race or other factors that can affect classroom dynamics and academic performance; e.g., linguistic and educational research has shown that female and male students interact differently in small group versus full-class discussions.
Some centers provide support services for students in study and learning skills, or even peer tutoring programs.
[11] TLCs may also offer longer workshops or formal courses on graduate supervision theory and practice.