Creating effective peer observation faculty training through a community of practice
Peer observation of teaching (PoT) is a recognized evaluation tool. However, faculty concerns persist regarding bias, beneficial feedback, and lack of peer observer training. While faculty desire to provide quality and equitable reviews, many higher education faculty peers have little expertise in c...
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| Format: | Article |
| Language: | English |
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Michigan Publishing Services
2025-03-01
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| Series: | To Improve the Academy |
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| Online Access: | https://journals.publishing.umich.edu/tia/article/id/5395/ |
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| _version_ | 1850071067909947392 |
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| author | Alfred Bundrick Becky A Tugman Lauren E Stephens Taimi Olsen |
| author_facet | Alfred Bundrick Becky A Tugman Lauren E Stephens Taimi Olsen |
| author_sort | Alfred Bundrick |
| collection | DOAJ |
| description | Peer observation of teaching (PoT) is a recognized evaluation tool. However, faculty concerns persist regarding bias, beneficial feedback, and lack of peer observer training. While faculty desire to provide quality and equitable reviews, many higher education faculty peers have little expertise in conducting observations and evaluations. This article proposes a comprehensive approach to enhance the quality and fairness of PoT in higher education through the use of a community of practice model, aligning it with the evolving needs of teaching evaluation processes. The authors share their growth process from an ad hoc committee into a long-term organic community of practice to meet formative and summative observations of teaching needs. Based on literature supporting PoT steps, the collaborative vision between the faculty and the Center for Teaching and Learning director resulted in a supportive model for reviews that provided faculty with feedback and professional growth. The training model starts with new members experiencing the observational process, completing an in-depth practicing PoT training, pairing with experienced peers to grow confidence, and then eventually training new members. |
| format | Article |
| id | doaj-art-199f5378ae954b6a93b07812c55ea0e5 |
| institution | DOAJ |
| issn | 2334-4822 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Michigan Publishing Services |
| record_format | Article |
| series | To Improve the Academy |
| spelling | doaj-art-199f5378ae954b6a93b07812c55ea0e52025-08-20T02:47:24ZengMichigan Publishing ServicesTo Improve the Academy2334-48222025-03-0144110.3998/tia.5395Creating effective peer observation faculty training through a community of practiceAlfred Bundrick0Becky A Tugman1Lauren E Stephens2Taimi Olsen3Political Science, Clemson UniversityDepartment of Public Health Sciences, Clemson UniversityParks, Recreation, and Tourism Management, Clemson UniversityOTEI, Clemson UniversityPeer observation of teaching (PoT) is a recognized evaluation tool. However, faculty concerns persist regarding bias, beneficial feedback, and lack of peer observer training. While faculty desire to provide quality and equitable reviews, many higher education faculty peers have little expertise in conducting observations and evaluations. This article proposes a comprehensive approach to enhance the quality and fairness of PoT in higher education through the use of a community of practice model, aligning it with the evolving needs of teaching evaluation processes. The authors share their growth process from an ad hoc committee into a long-term organic community of practice to meet formative and summative observations of teaching needs. Based on literature supporting PoT steps, the collaborative vision between the faculty and the Center for Teaching and Learning director resulted in a supportive model for reviews that provided faculty with feedback and professional growth. The training model starts with new members experiencing the observational process, completing an in-depth practicing PoT training, pairing with experienced peers to grow confidence, and then eventually training new members.https://journals.publishing.umich.edu/tia/article/id/5395/academic developmentcommunity of practicepeer observation of teachingteaching and learningfaculty development |
| spellingShingle | Alfred Bundrick Becky A Tugman Lauren E Stephens Taimi Olsen Creating effective peer observation faculty training through a community of practice To Improve the Academy academic development community of practice peer observation of teaching teaching and learning faculty development |
| title | Creating effective peer observation faculty training through a community of practice |
| title_full | Creating effective peer observation faculty training through a community of practice |
| title_fullStr | Creating effective peer observation faculty training through a community of practice |
| title_full_unstemmed | Creating effective peer observation faculty training through a community of practice |
| title_short | Creating effective peer observation faculty training through a community of practice |
| title_sort | creating effective peer observation faculty training through a community of practice |
| topic | academic development community of practice peer observation of teaching teaching and learning faculty development |
| url | https://journals.publishing.umich.edu/tia/article/id/5395/ |
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