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.
For information about our Student Consultants on Teaching (SCOT) program, or to request the services of one of our student consultants, please visit here.
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.
Claire Connolly Knox
College of Health and Public Affairs I am a passionate facilitator of engaging, reality-based learning that challenges a student's paradigm. In the fields of public administration and emergency management, the educational challenge of linking a student's theoretical knowledge with practical experience remains. While I am no longer a practitioner,...
College of Sciences The goal of my teaching, and center of my teaching philosophy, is active learning. One of my ultimate objectives in teaching is to facilitate learning by helping students to gain the necessary skills to take control of and become active participants in their own learning. I truly believe that knowledge gained thro...
College of Nursing My teaching philosophy is to inspire lifelong learning by impressing upon my students inquisitiveness, creative thinking, and importance of critically evaluating information. I respect the student as a customer receiving a service, but also as a future colleague to my profession. Nursing is a profession, ...