Author: Glory Tobiason
Title: “Faculty Supporting Faculty… Supporting Students: Peer Observation and Responsive Teaching Innovations”
Citation: Tobiason, G. A. (2021). “Faculty Supporting Faculty… Supporting Students: Peer Observation and Responsive Teaching Innovations.” Change: The Magazine of Higher Learning, 53(6). https://doi.org/10.1080/00091383.2021.1987791
Abstract: Research-based instructional practices make a difference for students, but simply telling faculty to adopt them does not foster lasting changes in teaching practice. More promising is faculty development that’s embedded in the day-to-day work of teaching. In the Peer-Assisted Reflections On Student Learning program at the University of California Los Angeles, pairs of faculty members observe each other’s classes, reflect on how student learning is unfolding, and collaboratively devise teaching innovations that respond to the actual needs of students. This model can be effective when it provides adequate time for reflection; is framed around student learning, not teaching; is explicitly nonevaluative; and provides coordinating guidance for faculty pairs.
Title: “From Content-Centered Logic to Student-Centered Logic: Can Peer Observation Shift How Faculty Think about Their Teaching?”
Citation: Tobiason, G. A. (2021). From Content-Centered Logic to Student-Centered Logic: Can Peer Observation Shift How Faculty Think about Their Teaching? International Journal for Academic Development. Advance online publication. https://doi.org/10.1080/1360144X.2021.2015691
Abstract: This research investigates how peer observation programs can be designed to enhance faculty use of student-centered logic. Data include participants’ self-reports (interviews) and 50 hours of recorded faculty-faculty dialogue. Findings suggest specific design features that may increase fluency in student-centered logic. The study may be useful to academic developers interested in helping faculty move beyond content-centered, lecture-based approaches to teaching.
Author: Glory Tobiason
Title: “Going Small, Going Carefully, with a Friend: Helping Faculty Adopt Lesson-Level Constructive Alignment through Non-Evaluative Peer Observation”
Citation: Tobiason, G. A. (2022). “Going Small, Going Carefully, with a Friend: Helping Faculty Adopt Lesson-Level Constructive Alignment through Non-Evaluative Peer Observation.” Active Learning in Higher Education. SAGE Journals, https://doi.org/10.1177/14697874221092977.
Abstract: Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study (n=20) investigates how programs of reciprocal, non-evaluative peer observation can help faculty understand and use CA at the lesson level. Analysis of exit interviews and faculty-faculty dialogue reveals that participants are able to apply principles of CA at the lesson level; most report this is new learning. Two program features that support this learning are described.