Inside the Box: Using Technology to Facilitate a Faculty Peer Visits Program
Matthew Osment, The University of North Carolina at Chapel HIll, United States ; Kelly Hogan, Bob Henshaw, University of North Carolina at Chapel Hill, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: While research in higher education institutions is a highly collaborative process, faculty typically teach alone, without leveraging the creativity, experience and perspectives of their colleagues. Especially when trying out new teaching approaches like flipped classroom, creating opportunities for cognitive apprenticeship among faculty can lead to more accomplished teaching techniques and thus improve classroom outcomes for both instructors and students. However, given the time constraints and engrained views of the professorial role as the sage on stage, are instructors really ready to learn from one another? Experiences from a faculty peer visit pilot program at the University of North Carolina at Chapel Hill indicate not only acceptance, but eagerness to learn from one another. The presentation discusses the setup, lessons learned, outcomes and scalability of the peer visits program.
Osment, M., Hogan, K. & Henshaw, B. (2016). Inside the Box: Using Technology to Facilitate a Faculty Peer Visits Program. In Proceedings of E-Learn: World Conference on E-Learning (pp. 198-202). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
- presentation_3074_49952.pptx (Access with Subscription)