The Faculty Center staff support requests for class observations as a part of faculty professional development. These face to face or online observations are conducted only when requested by individual faculty members. All discussions concerning such observations are kept confidential.
We suggest holding face to face meetings both before and after the observations. Should the faculty member request it, videos of the class may also be included to aid in the discussion of performance of face to face classes.
For both face to face and online classes , we suggest you help contextualize your course for an outside visitor at the in-person discussion. Topics you may wish to address include:
If you are asked to observe someone else's course, here are some possible topics and categories to consider:
Here are some commonly-used parameters for looking at course delivery:
Please see a variety of observation instruments, as well as other information that might assist in this developmental activity, at the following websites:
For peer or chair observations of online courses, we recommend that you add the observer to your Webcourses account as an Auditor (you can find the functionality to "enroll members" in the gradebook). If needed, the observer can be added as a Teaching Assistant to see objects, modules, and quizzes that are presently hidden. All past email communications with students will not be visible to the reviewer, but you can create a printable view to share this material, if desired.
Here are some rubrics for online evaluations:
Chickering, A., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.
Graham, C., Cagiltay, K., Craner, J., Lim, B., & Duffy, T. M. (2000). Teaching in a Web-based distance learning environment: An evaluation summary based on four courses. Center for Research on Learning and Technology Technical Report No. 13-00. Indiana University Bloomington.
Faculty inventory: 7 principles for good practice in undergraduate education (1989). Racine, WI: Johnson Foundation.
Institutional inventory: 7 principles for good practice in undergraduate education (1989). Racine, WI: The Johnson Foundation.
College of Sciences I image myself as a co-journeyer, who walks with students through the key concepts of the course and challenges them to solve new problems using these ideas. Revising and creating new curriculum is necessary to prepare our students for their careers. Over the past three years I have worked with other faculty...
Pamela Barton Roush
College of Business Administration My philosophy is to inspire students to want to learn by providing interesting, challenging and fair learning opportunities. The university classroom should be a forum for discussion to promote critical thinking and communication through the blending of concepts and reality. Students should experience the an...
College of Business Administration Today’s workplace offers new challenges to students — the options are wider, the demands are greater, and the workplace is less structured. To be successful, students will need to meet the challenges of this type of working environment. A teacher is the guide who helps them prepare to meet these challe...