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Reflective Faculty Peer Observation in Engineering

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: Faculty Development 1

Tagged Topic

NSF Grantees Poster Session

Page Count

7

DOI

10.18260/1-2--35133

Permanent URL

https://peer.asee.org/35133

Download Count

376

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Paper Authors

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Heather Dillon University of Portland Orcid 16x16 orcid.org/0000-0002-4467-2306

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Dr. Heather Dillon is an Associate Professor in Mechanical Engineering at the University of Portland. She recently served as the Fulbright Canada Research Chair in STEM Education. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining the university, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior research engineer.

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Valerie J. Peterson University of Portland

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Associate Professor of Mathematics

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Carolyn McCaffrey James University of Portland

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Dr. Carolyn James is the Calculus Coordinator at University of Portland in Oregon. As part of her role, she provides professional development to calculus faculty, oversees the training of undergraduate math tutors, and teaches in the math department. Her primary research interests include STEM faculty adoption of evidence-based practices, the relationship between instructor beliefs and practice, and institutional change of teaching cultures.

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Stephanie Anne Salomone University of Portland

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Tara E. Prestholdt

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Eric Anctil University of Portland

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Eric Anctil is a professor of media and technology in the School of Education at the University of Portland and the author of many books and articles on education. His work broadly centers on K-20 education and the nexus of media, technology, humans, and society.

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Abstract

It is now widely held that student evaluations of teaching provide an insufficient measure of teaching effectiveness, particularly when they are the only metric used. One alternative measure is faculty peer observation. We have developed a novel faculty peer observation protocol focused on self-reflection and formative feedback for STEM faculty. Engineering faculty have found the protocol helpful and used the method to expand professional networks and improve student-centered classroom practices. This paper provides a summary of preliminary feedback from faculty and insights from early adopters in the field of engineering.

Dillon, H., & Peterson, V. J., & James, C. M., & Salomone, S. A., & Prestholdt, T. E., & Anctil, E. (2020, June), Reflective Faculty Peer Observation in Engineering Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35133

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