Valuing the Student Voice: Student Observer/Consultant Programs

Abstract

This article discusses student observer/consultant programs which train impartial students who are invited to give feedback to faculty participants on their teaching. These programs are one way to value the student voice in faculty development. An overview and brief analysis of student observer/consultant programs and evaluations by participants are provided.

Use of Student Management Teams in High-Enrollment Hospitality Management Classes

“…Historically, student "peer helper" I roles ranged from single observer to teams of observers (Sorenson, 1994) who were actually trained student employees of faculty development centers. The use of peer helpers in hospito speak in front of a large number of peers and theater-type seating arrangements relegate students as passive spectators and make small group discussion very difficult.…”

7: Student Collaboration in Faculty Development: Connecting Directly to the Learning Revolution

“…The diversity of institutions sponsoring these programs ranges from private liberal arts colleges to public Research I universities. As these programs expand into an ever-increasing variety of institutions, questions regarding their viability in diverse settings (Sorenson, 1994) have been answered in the affirmative.…”

“…As noted by Sorenson (1994), "In citing student-centered pedagogies, the empowerment ofstudents, learning partnerships, and the student as ultimate beneficiary of faculty development, Zahorski implored faculty developers to make sure the rhetoric actually reflects the reality" (p, 97). Usually instructional developers work directly with faculty and TAs to enable better teaching and consequently enhance student learning.…”

Teaching Improvement Consultation for Teaching on Television

“…• Student feedback. Various means of gathering student feedback have been described in faculty development literature over the years (Lewis, 1988;Sorenson, 1994;Brinko & Menges, 1997 To Improve the Academy responses in scoring. Even if the responses from different sites may not tum out to be statistically different, the instructor will have whatever infonnation is relevant and the off-campus students will know they have a voice.…”