2023 ASEE Annual Conference & Exposition

This research paper describes an exploratory approach to evaluate faculty perception of the peer observation practice aimed to enhance inclusive teaching.

The quality of teaching is a part of the evaluation criteria for Promotion, Tenure and Reappointment (PTR) process for university faculty. The student-based evaluation of teaching is known to have several limitations and hence cannot be the sole basis for instructor evaluation. Peer observation, self-reflection, and assessment of teaching portfolios can be employed as holistic evaluation practices. The Civil and Environmental Engineering (CEE) department in a large public university adopted a calibrated peer observation method with dual objectives of improving the quality of teaching across the department and using the peer observation report for the PTR review process.

Peer observation committee members and the committee chair are appointed by the Department Head and typically serve for three-year terms. In calibrated peer observation method, all members receive training by the university Center for Teaching and Learning. The goal is to minimize the bias by ensuring that the observation process is uniform and is based on pedagogical principles. The observation procedures were reformed to promote inclusive teaching best practices as a part of redesigning courses in the frame of a Revolutionizing Engineering Departments (RED) grant. Peer observers evaluate the syllabus, course materials & in-class activities and provide a set of recommendations to the instructors with the goal of enhancing accessibility, flexibility, and engagement of students with diverse learning preferences. The committee members foster an environment of trust and collegiality when completing the observation process.

Thirteen out of twenty-six CEE faculty went through the peer observation process twice or more over the last four years. This paper explores faculty perceptions about the effectiveness of peer observation process in enhancing course quality in terms of inclusivity and improving students’ learning experience. Details of the peer-observation procedures for faculty, including how the observation questions were targeted in addressing the need of diverse learners will be discussed. Observed faculty members were asked to answer a series of questions in an anonymous survey about their experience at each step of the observation process (pre-observation, class observation, post-observation, and report), perception about the department culture, and a self-reported question about improvement in Student Evaluation of Teaching (SET) scores. A separate survey was conducted to assess the perception of the committee members in terms of the process effectiveness and the impact on their own teaching practices. The results of these surveys will be presented, and the significance will be discussed.

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