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 Education I have been an educator in several disciplines. However, it is my opinion that content area instruction is of secondary importance. Of utmost importance is the establishment of a caring, positive learning environment in which students are encouraged to believe in themselves and to demonstrate self-respect and re...
College of Business Administration A college education is about preparing students for the rest of their professional lives. Indeed students must be taught the discipline's jargon, its decision making tools and how best to apply them as well as the underlying foundation on which those theories are based. But so many other critical lessons are k...
College of Business Administration “Teach on, Kathie Holland! Teach on!” A student wrote this on a Student Perception of Instruction form, and it still echoes in my mind. There are six principles that provide the foundation of my teaching philosophy: Fan the Passion to Incite Action, Create Structure, Build Relationships, Model the Role...