Tobiason, Glory. “Faculty Supporting Faculty... Supporting Students: Peer Observation and Responsive Teaching Innovations.” Change, vol. 53, no. 6, Nov. 2021, pp. 27–34. EBSCOhost, https://doi.org/10.1080/00091383.2021.1987791.
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Abstract: The article reports that research-based instructional practices make a difference for students, but simply tells faculty to adopt them does not foster lasting changes in teaching practice. Topics include examines that model can be effective when it provides adequate time for reflection and is framed around student learning, not teaching and provides coordinating guidance for faculty pairs.
Dillon, Heather, et al. “Development of a Formative Peer Observation Protocol for STEM Faculty Reflection.” Assessment & Evaluation in Higher Education, vol. 45, no. 3, May 2020, pp. 387–400. EBSCOhost, https://doi.org/10.1080/02602938.2019.1645091.
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Abstract: Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching. [ABSTRACT FROM AUTHOR]
Torres, Ana Cristina, et al. “What Catches the Eye in Class Observation? Observers’ Perspectives in a Multidisciplinary Peer Observation of Teaching Program.” Teaching in Higher Education, vol. 22, no. 7, Oct. 2017, pp. 822–838. EBSCOhost, doi:10.1080/13562517.2017.1301907.
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Abstract: Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested. [ABSTRACT FROM AUTHOR]
Carter, Vicki K. “Five Steps to Becoming a Better Peer Reviewer.” College Teaching, vol. 56, no. 2, Spring 2008, pp. 85–88. EBSCOhost, doi:10.3200/CTCH.56.2.85-88.
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Abstract: Higher education faculty's teaching-related activities are often evaluated either for summative (personnel/tenure decisions) or formative (developmental) purposes. Although many faculty members feel they benefit from thoughtful attention to their teaching, other faculty find the peer-review process intimidating, meaningless, or both. The author presents five useful ways for peer reviewers to enrich the peer-review process for their colleagues [ABSTRACT FROM AUTHOR]