Date of Award
8-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Engineering and Science Education
Committee Chair/Advisor
Karen High
Committee Member
D. Matthew Boyer
Committee Member
Cindy Lee
Committee Member
Bridget Trogden
Committee Member
Taimi Olsen
Abstract
This case study project explored the benefits of peer-supported review of teaching (P-SR) as part of a faculty learning community (FLC) to help increase nontenured track faculty's confidence in submission materials for annual evaluations and faculty promotion. The high-stakes evaluation guidelines can be vague, and nontenured faculty may have limited submission support. The FLC format was used to increase submission confidence and understanding of effective teaching evidence by offering a space for collaboration and problem-solving in a collective and meaningful way. The literature supporting professional development using the FLC framework model has grown since Milton Cox introduced it in 2004. Research on the pros/cons of peer teaching observations for formative and summative assessment is also plentiful. However, there is limited research on its use with peer-supported review of teaching artifacts and teaching effectiveness documentation. The P-SR process forces instructors to examine and reflect on personal pedagogical practices. After reflecting, the instructor creates an artifact to represent effective teaching. This study found that this collaborative technique improved artifact submission confidence, and peer feedback promoted pedagogical improvements or changes. A design-based research lens evaluated this educational intervention's design, implementation, and redesign to share with other professional development offices. This coordinated strategy can benefit teachers' professional development and possibly student learning.
Recommended Citation
Tugman, Becky, "Supporting Nontenure Faculty in Documenting Teaching Effectiveness in a Faculty Learning Community" (2023). All Dissertations. 3398.
https://tigerprints.clemson.edu/all_dissertations/3398
Author ORCID Identifier
0000-0002-9834-4172