The Center for Faculty Development offers confidential feedback and assistance through class observations and reviews based on an instructor's request. The CFD does not participate in the evaluation of teaching for promotion but can offer formative peer-to-peer feedback based on availability:
- review of overall class design or specific class components,
- review of course syllabus,
- assessment of learning goals, outcomes, or rigor of a class,
- evaluation of general and specific class aspects, such as assignments, board work, student participation, etc.,
- identification or introduction of new pedagogies or reorganization of a class,
- class visits,
- piloting new classes, pedagogies, technologies, etc.
For assistance with classroom technology, such as lecture recordings, contact ITS for support. Class observations offered through the CFD are for formative purposes - to provide instructors with feedback that help to assess and adjust their teaching in the pursuit of excellence. Class observations by the CFD do not generally replace departmental class observations for summative purposes, in particular, for tenure, promotion, or hiring decisions.
The documents below are part of the Teaching Toolkit developed by the Committee for the Comprehensive Evaluation of Teaching (CCET). Feedback and suggestions welcome - please send to cfd@lmu.edu.
Peer Observation Documents
- Evaluation of Teaching and the Role of Peer Observation
- Using Peer Observation
- Key Steps in the Process for Peer Observation
- Peer Observation Form [Word Version]
- Additional Criteria Peer Observation Form [Word Version]
- Peer Observation Material (all document combined)
Resources
The LMU Peer Observation Documents above may not address all needs. The links below provide suggestions that may be helpful as alternative or additional resources for summative evaluations. As discussed in the Key Steps document above, it is important to pick an appropriate instrument for the peer observation that addresses the instructor's and the department's needs.
The list below also contains additional resources for formative assessment.
Selection of Other Peer Observation Forms
- Reformed Teaching Observation Protocol (ROTP), ASU, Math and Science, in particular, page 26 onwards
- Classroom Observation and Analytic Protocol, Horizon, Math and Science, K-12
- Class Observation Checklist ASEE, American Society of Engineering Education
- Checklist of Teaching Skills, National Academy of Science, National Research Council
- USAF Academy Learning Focused Observation Rubric, US Air Force Academy
- Instructional Observation Checklist, Texas A&M University
Selection of Peer Observation Websites & Sources
- Colorado State University - Peer Observation Links
- National Research Council, Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics, 2003
- Millis, B. (1992), Conducting Effective Peer Classroom Observations, To Improve The Academy, 11.
- Texas A&M University - Peer Review of Teaching Guide
- University of Michigan - Classroom Observation Instruments
Bibliography
- Brent, R., Felder, R.M. (2004), A Protocol for Peer Review of Teaching, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.
- Cashin, W.E. (1996), "Developing an Effective Faculty Evaluation System", IDEA Paper 33.
- Chism, N. (2007), Peer Review of Teaching: A Sourcebook, Jossey-Bass.
- Kite, M.E. (2012), Effective Evaluation of Teaching: A Guide for Faculty and Administrators
- to be expanded soon
Please let us know at cfd@lmu.edu about any important missing resources or sources.