Board # 44 : The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction

Abstract

visualization, engineering design education, diffusion of evidence-based teaching practices, the use of learning management systems for large-sample educational research studies, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of active and collaborative learning, real-world application and examples, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.

From Q&A to Norm & Adapt: The Roles of Peers in Changing Faculty Beliefs and Practice

“…We consider our findings in light of existing research. Research suggests that peers can serve to prevent change, using their credibility to discredit teaching innovations [10,12]. Without additional supports, faculty who adopt and adapt such innovations can be vulnerable lone wolves.…”

“…This is backed by findings that teaching innovations tend to spread by word of mouth among faculty, rather than through journal articles [11]. Faculty members find their peers' feedback on their teaching to be "more credible and relatable" and therefore more useful, than those of the faculty developers [12].…”

“…In addition, experts in teaching and learning may need to be cautious about balancing the tension between emphasizing that their discipline has salient expertise, and providing opportunities for faculty to learn in ways that reflect the research on how people learn. For instance, in a case study of a teaching peer review program among engineering faculty, faculty developers from outside the department brought teaching and learning expertise; while their contributions were viewed as credible because of their references to scholarly sources, their contributions also limited opportunities for peer learning [12]. A challenge, therefore, for faculty developers is finding ways to assert their expertise while providing opportunities for faculty to construct their own understanding of how innovations might fit in their classrooms.…”

“…Co-peers, as we have defined, can include faculty and staff with a range of expertise and titles, such as faculty developers and learning scientists [12,19] who offer teaching and learning expertise and can provide demonstrations, troubleshoot alongside faculty, and guide a process of critical reflection. Our analysis showed that co-peers provided ongoing, threaded support and coached faculty through implementation dips.…”