Board # 44 : The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction

James J. Pembridge; Lisa K. Davids; Yosef S. Allam

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Conference: 2017 ASEE Annual Conference & Exposition
Location: 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
Page Count: 15
DOI: 10.18260/1-2--27857
Permanent URL: https://peer.asee.org/27857
Download Count: 573

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, Introduction to Engineering and Graphical Communication. Her research interests involve the retention of women in engineering degree programs and effective pedagogy in undergraduate engineering curriculum.

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biography

Yosef S. Allam Colorado School of Mines orcid.org/0000-0003-3677-7009

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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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Abstract

Faculty peer review has long been implemented in higher education as a form of formative feedback to support the refinement of instructional practice. It has been recognized as a tool for change that provides faculty an opportunity to strengthen good instructional practices and disseminate new alternative instructional techniques. An alternative to the traditional form of peer review, conducted by faculty observing each other’s classes in person, involves the video and audio recording and review of class sessions using asynchronous video-annotated peer review (VAPR). In traditional faculty peer review, local centers of teaching and learning frequently coordinate the peer review and provide guidance on the practice, however they are limited in their ability to attend each class. The asynchronous application of VAPR allows instructional support specialists to observe many class sessions at their convenience. The purpose of this paper is to examine the role that instructional support specialists assume when they review faculty instructional practice through VAPR. Findings show that instructional support specialist comments primarily focus on the increased engagement of students in classroom activities. However, when an instructional support specialist was involved in the VAPR process, faculty provided less comments in the review and those comments were typically agreeable with instructional support specialist comments. This study provides insight into how instructional support specialist involvement can increase the quality of peer review, while allowing faculty to have ownership in the review process.

Citation
Format

Pembridge, J. J., & Davids, L. K., & Allam, Y. S. (2017, June), Board # 44 : The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27857