Peer Observation Practice to Enhance Inclusive Teaching: An Exploratory Approach to Evaluate Faculty Perceptions

Sarira Motaref,; Mousumi Roy,; Maria Chrysochoou

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Faculty Development Division (FDD) Technical Session 2
Tagged Division: Faculty Development Division (FDD)
Tagged Topic: Diversity
Page Count: 17
DOI: 10.18260/1-2--43876
Permanent URL: https://peer.asee.org/43876
Download Count: 144

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Paper Authors

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Sarira Motaref, P.E. University of Connecticut

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Sarira Motaref is an Associate Professor in residence in the Department of Civil and Environmental Engineering at the University of Connecticut. She is a licensed Professional Engineer in the State of Connecticut. She received her PhD in 2011 from the University of Nevada, Reno. She has been teaching junior and senior-level design courses, as well as several large-enrollment classes. Sarira is currently serving as Assistant Director of Faculty Development at the School of Engineering and Center for Excellence in Teaching and Learning (CETL) to enhance teaching and learning effectiveness of engineering courses. She is the winner of 2021 University Teaching Fellow award, 2019 Distinguished Engineering Educator Award, and recipient of 2016, 2017, and 2018 Klewin Excellence in teaching award.

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Mousumi Roy, P.E. University of Connecticut

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Dr. Mousumi Roy is an Associate Professor in Residence in Civil and Environmental Engineering Department at the University of Connecticut. Her research interest includes Engineering Education and Humanitarian Engineering. Professor Roy earned her Doctoral degree from Columbia University, NY and has a PE license in Civil Engineering. In the past, she has taught at Johns Hopkins University in Baltimore, MD and at Penn State University in Scranton, PA. Before joining academia, she worked for over 15 years in many reputed consulting firms such as Weidlinger Associates, BA&C, and WBCM in MA, NJ, and MD respectively. Her work experience included analysis, design, and construction supervision of buildings, bridges, and other structures.

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Maria Chrysochoou University of Connecticut

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Maria Chrysochoou is a Professor and Head of the Department of Civil and Environmental Engineering at the University of Connecticut. She obtained her BS in Physics at the Aristotle University of Thessaloniki, her MS in Environmental Engineering at Technis

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Abstract

This research paper describes an exploratory approach to evaluate faculty perception of the peer observation practice aimed to enhance inclusive teaching.

The quality of teaching is a part of the evaluation criteria for Promotion, Tenure and Reappointment (PTR) process for university faculty. The student-based evaluation of teaching is known to have several limitations and hence cannot be the sole basis for instructor evaluation. Peer observation, self-reflection, and assessment of teaching portfolios can be employed as holistic evaluation practices. The Civil and Environmental Engineering (CEE) department in a large public university adopted a calibrated peer observation method with dual objectives of improving the quality of teaching across the department and using the peer observation report for the PTR review process.

Peer observation committee members and the committee chair are appointed by the Department Head and typically serve for three-year terms. In calibrated peer observation method, all members receive training by the university Center for Teaching and Learning. The goal is to minimize the bias by ensuring that the observation process is uniform and is based on pedagogical principles. The observation procedures were reformed to promote inclusive teaching best practices as a part of redesigning courses in the frame of a Revolutionizing Engineering Departments (RED) grant. Peer observers evaluate the syllabus, course materials & in-class activities and provide a set of recommendations to the instructors with the goal of enhancing accessibility, flexibility, and engagement of students with diverse learning preferences. The committee members foster an environment of trust and collegiality when completing the observation process.

Thirteen out of twenty-six CEE faculty went through the peer observation process twice or more over the last four years. This paper explores faculty perceptions about the effectiveness of peer observation process in enhancing course quality in terms of inclusivity and improving students’ learning experience. Details of the peer-observation procedures for faculty, including how the observation questions were targeted in addressing the need of diverse learners will be discussed. Observed faculty members were asked to answer a series of questions in an anonymous survey about their experience at each step of the observation process (pre-observation, class observation, post-observation, and report), perception about the department culture, and a self-reported question about improvement in Student Evaluation of Teaching (SET) scores. A separate survey was conducted to assess the perception of the committee members in terms of the process effectiveness and the impact on their own teaching practices. The results of these surveys will be presented, and the significance will be discussed.

The Preferred Presentation Style: Traditional Lecture

Citation
Format

Motaref,, S., & Roy,, M., & Chrysochoou, M. (2023, June), Peer Observation Practice to Enhance Inclusive Teaching: An Exploratory Approach to Evaluate Faculty Perceptions Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43876

TY - CPAPER
AB - This research paper describes an exploratory approach to evaluate faculty perception of the peer observation practice aimed to enhance inclusive teaching.

The quality of teaching is a part of the evaluation criteria for Promotion, Tenure and Reappointment (PTR) process for university faculty. The student-based evaluation of teaching is known to have several limitations and hence cannot be the sole basis for instructor evaluation. Peer observation, self-reflection, and assessment of teaching portfolios can be employed as holistic evaluation practices. The Civil and Environmental Engineering (CEE) department in a large public university adopted a calibrated peer observation method with dual objectives of improving the quality of teaching across the department and using the peer observation report for the PTR review process.

Peer observation committee members and the committee chair are appointed by the Department Head and typically serve for three-year terms. In calibrated peer observation method, all members receive training by the university Center for Teaching and Learning. The goal is to minimize the bias by ensuring that the observation process is uniform and is based on pedagogical principles. The observation procedures were reformed to promote inclusive teaching best practices as a part of redesigning courses in the frame of a Revolutionizing Engineering Departments (RED) grant. Peer observers evaluate the syllabus, course materials &amp;amp; in-class activities and provide a set of recommendations to the instructors with the goal of enhancing accessibility, flexibility, and engagement of students with diverse learning preferences. The committee members foster an environment of trust and collegiality when completing the observation process.

Thirteen out of twenty-six CEE faculty went through the peer observation process twice or more over the last four years. This paper explores faculty perceptions about the effectiveness of peer observation process in enhancing course quality in terms of inclusivity and improving students’ learning experience. Details of the peer-observation procedures for faculty, including how the observation questions were targeted in addressing the need of diverse learners will be discussed. Observed faculty members were asked to answer a series of questions in an anonymous survey about their experience at each step of the observation process (pre-observation, class observation, post-observation, and report), perception about the department culture, and a self-reported question about improvement in Student Evaluation of Teaching (SET) scores. A separate survey was conducted to assess the perception of the committee members in terms of the process effectiveness and the impact on their own teaching practices. The results of these surveys will be presented, and the significance will be discussed.

The Preferred Presentation Style: Traditional Lecture

AU - Sarira Motaref, P.E.
AU - Mousumi Roy, P.E.
AU - Maria Chrysochoou
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Peer Observation Practice to Enhance Inclusive Teaching: An Exploratory Approach to Evaluate Faculty Perceptions
UR - https://peer.asee.org/43876
DO - 10.18260/1-2--43876
ER -