The Office of Learning and Teaching regularly provides individual faculty members feedback on their teaching through a direct observation program, and invites other faculty members to do the same. While all faculty get regular input from students through end-of-course surveys and meetings, the educational literature is clear that student feedback alone is not sufficient in guiding one’s growth as a teacher.
Some of our peer observations are conducted randomly as part of quality review, some at the request of course directors, and some at the request of faculty members themselves. The program has one goal – to positively support faculty in becoming the best teacher possible. A formal observation starts with a meeting before the session, then of course goes on to the observation itself, followed by the feedback session. Here you’ll find links to the forms that document the process.
If you’re new to the process of using feedback from peers toward developing expertise in education, take a look at this groundbreaking article by Dr. Atul Gawande where he describes the power of peer and expert feedback in his own development as a surgeon, as well as that of educators, and elite athletes and artists.