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 Computer Science and Engineering The ultimate goal of any educator should be to enable his students to achieve their potential. I attempt to attain this goal through five major techniques: providing a friendly classroom atmosphere, giving challenging assignments, adapting my courses, collecting data to identify the techniques that are most effect...
College of Arts and Sciences Science is like a mystery novel; one looks for the solutions to puzzles. I try to bring science alive to my classes, to show them that science is always a work in progress and that it is exciting. I think it is important to integrate my own research into the classroom, as research and teaching are synergis...
College of Sciences My goal in teaching is to promote student success without compromising quality education. I use an interactive teaching style in all my courses, which range from large non-major to small-enrollment Honors and upper division classes. I create a learning environment that is mutually enjoyable for the teacher a...