Adopting Evidence-based Instruction through Video-Annotated Peer Review
- Conference
- Location
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Daytona Beach, Florida
- Publication Date
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August 6, 2017
- Start Date
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August 6, 2017
- End Date
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August 8, 2017
- Page Count
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4
- DOI
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10.18260/1-2--29399
- Permanent URL
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https://peer.asee.org/29399
- Download Count
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295
Paper Authors
James J. Pembridge Embry-Riddle Aeronautical Univ., Daytona Beach
James J. Pembridge is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aeronautical University. He earned a B.S. in Aerospace Engineering, M.A. Education in Curriculum and Instruction, and Ph.D. in Engineering Education from Virginia Tech. His research has focused on mentoring as pedagogy for project-based courses and understanding the adult learning characteristics of undergraduate students.
Lisa K Davids Embry-Riddle Aeronautical Univ., Daytona Beach
Lisa Davids is an Associate Professor in the Engineering Fundamentals Department, having taught at Embry-Riddle Aeronautical University (ERAU) for 17 years. She is currently the Program Coordinator for the Freshman Engineering Department and serves as the course monitor and coordinator for the Introduction to Engineering course. During her tenure at ERAU, she has taught Fluid Mechanics, Dynamics, Experimental Aerodynamics, Aerodynamics I, Graphical Communication and Introduction to Engineering. She has served as the Faculty Advisor for the ERAU chapter of Society of Women Engineers as well as a Co-advisor for the all Women's Baja SAE Team at ERAU. Her research interests involve the retention of women in engineering degree programs and effective pedagogy in undergraduate engineering curriculum.
Abstract
This workshop seeks to encourage faculty to engage in peer teaching observations and to provide support on how to start a video-annotated peer-review system within their community. The workshop will also provide attendees with tools for the identification of evidence-based practices within the review, offer tips on how to provide peer-review comments that will result in a lasting impact on teaching, and address common limitations of the video-annotated peer review system. By introducing video-annotated peer review in the workshop format, participants can overcome some hesitation to participating in classroom observations.
Pembridge, J. J., & Davids, L. K. (2017, August), Adopting Evidence-based Instruction through Video-Annotated Peer Review Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. 10.18260/1-2--29399
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