Article,
A Ten Year Study of Faculty Classroom Observations
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.
