June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.597.1 - 26.597.11
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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