STLHE 2015

In this session, participants will learn about the development of a peer observation of teaching initiative at the University of Windsor. In addition, attendees will also find out about a novel mapping software that provides an opportunity to “see” the impact of teaching and learning initiatives instituted on university campuses. Peer observation of teaching has been shown to helps educators develop new skills (Chester, 2012), learn about personal strengths and weakness (Koc, 2011), and affirm self-efficacy (Hendry & Oliver, 2012). Our peer collaboration network was designed to stimulate professional and pedagogical growth, enable instructors to give and receive feedback and share experiences and ideas with colleagues to improve teaching and learning. The effectiveness of the network will be discussed in two ways. First, qualitative feedback from network participants will be presented as it relates to several consistently reported themes. Secondly, network expansion and development will be highlighted using scaled visual maps which depict the extent of the collaboration among peer observers and observees, academic units, and faculties within the network. Through the novel application of mapping software, network expansion and development can be monitored and quantified in terms of the number of connections made between participants, as well as between and within units on campus. The application of this mapping approach to other educational development initiatives will be discussed.

Chester, A. (2012). Peer partnerships in teaching: Evaluation of a voluntary model of professional development in tertiary education. Journal of the Scholarship of Teaching and Learning, 12(2), 94-108.

Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), 11

Koc, C. (2011). The views of prospective class teachers about peer assessment in teaching practice. Educational Sciences: Theory and Practice, 11(4), 1979-1989.