A Ten Year Study of Faculty Classroom Observations
J. Hargis. Transformative Dialogues: Teaching & Learning Journal, (July 2014)
Abstract
Over a ten year period, one hundred and ninety-six faculty members from three different institutions in two countries voluntarily requested a classroom observation from a Center for Teaching and Learning. The institutions included an east coast comprehensive public university, a west coast private liberal arts university and a Middle East women's college. Observed faculty were members of the arts, sciences, engineering, IT, business, law, education, nursing, pharmacy, physical therapy and dentistry disciplines. A clinically trained educator observed at the faculty selected time. A 102 item teaching attribute instrument, modified from Chism (1999) was used to gather quantitative data (yes/no observed attributes); qualitative notes of classroom behavior; a faculty flow diagram (faculty movement and student response frequency); and a Small Group Student Perception Evaluation. The data are presented anonymously and in aggregate and are interpreted with the aim of demonstrating an effective toolset for enhancing teaching in higher education.
%0 Journal Article
%1 hargis2014study
%A Hargis, Jace
%D 2014
%J Transformative Dialogues: Teaching & Learning Journal
%K classroom faculty observations
%N 2
%T A Ten Year Study of Faculty Classroom Observations
%V 7
%X Over a ten year period, one hundred and ninety-six faculty members from three different institutions in two countries voluntarily requested a classroom observation from a Center for Teaching and Learning. The institutions included an east coast comprehensive public university, a west coast private liberal arts university and a Middle East women's college. Observed faculty were members of the arts, sciences, engineering, IT, business, law, education, nursing, pharmacy, physical therapy and dentistry disciplines. A clinically trained educator observed at the faculty selected time. A 102 item teaching attribute instrument, modified from Chism (1999) was used to gather quantitative data (yes/no observed attributes); qualitative notes of classroom behavior; a faculty flow diagram (faculty movement and student response frequency); and a Small Group Student Perception Evaluation. The data are presented anonymously and in aggregate and are interpreted with the aim of demonstrating an effective toolset for enhancing teaching in higher education.
@article{hargis2014study,
abstract = {Over a ten year period, one hundred and ninety-six faculty members from three different institutions in two countries voluntarily requested a classroom observation from a Center for Teaching and Learning. The institutions included an east coast comprehensive public university, a west coast private liberal arts university and a Middle East women's college. Observed faculty were members of the arts, sciences, engineering, IT, business, law, education, nursing, pharmacy, physical therapy and dentistry disciplines. A clinically trained educator observed at the faculty selected time. A 102 item teaching attribute instrument, modified from Chism (1999) was used to gather quantitative data (yes/no observed attributes); qualitative notes of classroom behavior; a faculty flow diagram (faculty movement and student response frequency); and a Small Group Student Perception Evaluation. The data are presented anonymously and in aggregate and are interpreted with the aim of demonstrating an effective toolset for enhancing teaching in higher education.},
added-at = {2015-02-20T18:35:24.000+0100},
author = {Hargis, Jace},
biburl = {https://www.bibsonomy.org/bibtex/228e33012f25669ced1b860c349d5ab41/jacehargis},
interhash = {fb6f6b3ea82f4106f730476c40516339},
intrahash = {28e33012f25669ced1b860c349d5ab41},
journal = {Transformative Dialogues: Teaching & Learning Journal},
keywords = {classroom faculty observations},
month = {July},
number = 2,
timestamp = {2015-02-20T18:35:24.000+0100},
title = {A Ten Year Study of Faculty Classroom Observations},
volume = 7,
year = 2014
}