Conference Tracks
Academic/ Professional Development - Research
Abstract
While student evaluations provide a snapshot of feedback for faculty, successful teachers regularly seek feedback from other sources, including their peers. This case study at Embry-Riddle Aeronautical University describes a process of instituting a video recording and web-based technology to provide faculty peers and developers opportunity to asynchronously observe, reflect, and comment on peers’ teaching and classroom experience. Additionally, faculty developers were able to view courses on a larger scale and provide directed pedagogical feedback in new ways. This presentation explores the preliminary results including benefits and drawbacks to asynchronous formative feedback for improving teaching.
Session Format
Research Brief and Reflection Panels
Location
Room 5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Rohrbacher, Chad and McKee, Jessica Dr, "Formative Asynchonous Feedback For Faculty: A Case Study" (2019). SoTL Commons Conference. 48.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/48
Formative Asynchonous Feedback For Faculty: A Case Study
Room 5
While student evaluations provide a snapshot of feedback for faculty, successful teachers regularly seek feedback from other sources, including their peers. This case study at Embry-Riddle Aeronautical University describes a process of instituting a video recording and web-based technology to provide faculty peers and developers opportunity to asynchronously observe, reflect, and comment on peers’ teaching and classroom experience. Additionally, faculty developers were able to view courses on a larger scale and provide directed pedagogical feedback in new ways. This presentation explores the preliminary results including benefits and drawbacks to asynchronous formative feedback for improving teaching.
