Campus Units

Food Science and Human Nutrition

Document Type

Article

Publication Version

Published Version

Publication Date

2017

Journal or Book Title

Journal of Faculty Development

Volume

32

Issue

1

DOI

10.13140/RG.2.2.19455.82084

Abstract

There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2005; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith, Jones, Gilbert, & Wieman, 2013). This article examines literature associated with peer observation of teaching in higher education and offers practical support and guidance from first-person accounts in a larger-sized STEM academic unit (N = 45 teaching faculty) at a public land-grant high intensive research institution enrolling over 36,000 students. Faculty teaching practices play a critical role in student learning and there is always room for continuous improvement and development.

Comments

This article is from Journal of Faculty Development, 2017 32(1); DOI: 10.13140/RG.2.2.19455.82084. Posted with permission.

Copyright Owner

New Forums Press, Inc

Language

en

File Format

application/pdf