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Enacting Video-Annotated Peer Review (VAPR) of Faculty in a First-Year Engineering Department

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

26.597.1 - 26.597.11



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Paper Authors

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


Yosef S. Allam Embry-Riddle Aeronautical University, Daytona Beach Orcid 16x16

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Yosef Allam is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aeronautical 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, the use of learning management systems for large-sample educational research studies, student applications of the design process, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of active and collaborative learning, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.

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

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Enacting Video-Annotated Peer Review (VAPR) of Faculty in a First-Year Engineering DepartmentThe Video-Annotated Peer Review (VAPR) project addresses a growing need to support thediffusion of research-based instructional practices and to create a formative feedback process toenhance faculty development. Supported by the National Science Foundation (NSF #1244852),the project has developed an asynchronous video-based peer feedback system using readilyavailable software to record faculty in their practice, followed by a network of faculty membersreviewing the videos using a software allows faculty to annotate the video with time-stampedcomments and flags. This process enabling participating faculty and their peers to identifyspecific instances of good practices, opportunities for improvement, and opportunities whereresearch-based teaching approaches can be included in their classroom.The VAPR process has been integrated into a first-year engineering department. Utilizing amixed-methods case-study that includes interviews, observations, and quantified classroomobservation protocols, faculty change as a result of peer-review is explored across a two-yearperiod. Exploration of faculty change is being guided by the Concerns-Based Adoption Model(CBAM). This paper will discuss the current status and major findings of the work to date.VAPR is creating an approach to faculty peer evaluation that supports the diffusion of research-based instructional practices that can be used to supplement or support student evaluations ofinstruction, and support student learning. This activity advances the knowledge of learningcommunities within the context of higher education and faculty development by integrating itwith the use of educational technology and social reflexivity's support of diffusion. Theevaluation and research projects are yielding findings related to the impact that peer feedback hason student learning through direct assessments used for program accreditation, general educationassessments, student end-of-term evaluations, and a measure of the rate of diffusion of research-based instructional practices.

Pembridge, J. J., & Allam, Y. S., & Davids, L. K. (2015, June), Enacting Video-Annotated Peer Review (VAPR) of Faculty in a First-Year Engineering Department Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23935

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