Asee peer logo

Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation

Download Paper |


2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Diffusion and Adoption of Teaching Practices

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

26.1701.1 - 26.1701.23



Permanent URL

Download Count


Request a correction

Paper Authors

author page

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

author page

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


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

visit author page

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.

visit author page

Download Paper |


Diffusing Innovative and Evidence-Based Instructional Practices through Video-Annotated Peer Review (VAPR)The knowledge associated with engineering education has grown considerably withefforts related to empirical research regarding the cognitive basis of learning and changesin student demographics and needs. Unfortunately, there has been a lag in the adoption ofresearch-based teaching approaches by practitioners. At the same time faculty are limitedin the development of their instructional practices to short courses, workshops,conference proceedings and publications. All of these developmental activities requiresubstantial time, effort, and funding with no guarantee of application to the classroomand university context of participating faculty. In addition, faculty feedback is generallylimited to student evaluations and periodic observations associated with promotion andtenure.This paper describes the implementation of a video-annotated peer review (VAPR)process seeking to address a growing need to support the diffusion of research-basedinstructional practices and create a formative feedback process that will enhance facultydevelopment. In support of the description of the VAPR process, this paper provides areview of faculty peer-review, the connection to faculty learning communities, and socialreflexivity theory.Utilizing a qualitative methodology, a focus group of VAPR participants was conductedafter the first round implementation to explore the benefits and limitations of VAPR.Findings from the focus group illuminate how VAPR overcomes common barriers todiffusion.

Davids, L. K., & Pembridge, J. J., & Allam, Y. S. (2015, June), Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25037

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: © 2015 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