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Board # 41 : Faculty Pre- and Post- Reflections through Video-annotated Review of Faculty Teaching

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Educational Research and Methods Division Poster Session

Tagged Division

Educational Research and Methods

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Paper Authors


Lisa K. Davids Embry-Riddle Aeronautical Univ., Daytona Beach

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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 Engineering Fundamentals Department. During her tenure at ERAU, she has taught Fluid Mechanics, Dynamics, Experimental Aerodynamics, Aerodynamics I, Graphical Communication and Introduction to Engineering. Her research interests involve the retention of women in engineering degree programs and effective pedagogy in undergraduate engineering curriculum.

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James J. Pembridge Embry-Riddle Aeronautical Univ., Daytona Beach


Yosef S. Allam Colorado School of Mines Orcid 16x16

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Yosef Allam is a Teaching Associate Professor in the EPICS first-year engineering program at the Colorado School of Mines. Prior to joining Mines, he was an Assistant Professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University and an Affiliate Director for Project Lead The Way in Florida, as well as an Instructor in the First-Year Engineering Program at The Ohio State University. He graduated from The Ohio State University with B.S. and M.S. degrees in Industrial and Systems Engineering and a Ph.D. in Engineering Education. Dr. Allam’s interests are in spatial visualization, engineering design education, diffusion of evidence-based teaching practices, the use of learning management systems for large-sample educational research studies, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of active and collaborative learning, real-world application and examples, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.

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TITLE Faculty Pre and Post Reflections through Video Annotated Review of Faculty Teaching

ABSTRACT Reflection is a critical need for peer observations and reviews to initiate a change in practice (Race, 2001; Allen, 2002 and Bell, 2002. It is maintained, however, that the self-reflections must be adequate to effect this change, and that there are challenges involved in developing meaningful reflective practices (Harvey and Knight, 1996). Literature exists that defines adequate self-reflection and provides reasons why many instructors fall short when they self-reflect. However, studies on instructor reflective statements and how they might evolve over time and in the context of a cohort of peer reviewers has not been extensively studied. This study compares both pre and post peer observation self-reflection statements of a cohort of undergraduate faculty over a period of two years. The self-reflection statements are coded using methods inspired by those defined by Lew and Schmidt in their study of student reflective journaling and Jay and Johnson in their study of typology of reflective practice in teacher education. Analysis of the reflections provide insight into the depth and types of reflective statements produced by this cohort, allowing conclusions to be made on the evolution, if any, of the participants’ reflection statements. Underlying factors that may have influenced that evolution will be identified, providing the potential to identify how best to develop meaningful self-reflection in undergraduate faculty.

Davids, L. K., & Pembridge, J. J., & Allam, Y. S. (2017, June), Board # 41 : Faculty Pre- and Post- Reflections through Video-annotated Review of Faculty Teaching Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27850

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