Reflective Faculty Peer Observation in Engineering
- Conference
- Location
-
Virtual On line
- Publication Date
-
June 22, 2020
- Start Date
-
June 22, 2020
- End Date
-
June 26, 2021
- Conference Session
- Tagged Topic
-
NSF Grantees Poster Session
- Page Count
-
7
- DOI
-
10.18260/1-2--35133
- Permanent URL
-
https://peer.asee.org/35133
- Download Count
-
427
Paper Authors
Heather Dillon
University of Portland
orcid.org/0000-0002-4467-2306
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.
Valerie J. Peterson University of Portland
Carolyn McCaffrey James University of Portland
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.
Stephanie Anne Salomone University of Portland
Tara E. Prestholdt
Eric Anctil University of Portland
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.
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
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015