Enacting Video-Annotated Peer Review (VAPR) of Faculty in a First-Year Engineering Department

摘要

The Video-Annotated Peer Review (VAPR) project addresses a growing need to support the diffusion of research-based instructional practices and to create a formative feedback process to enhance faculty development. Supported by the National Science Foundation (DUE #1244852), the project has developed an asynchronous, video-based peer feedback process using existing software to record post-secondary faculty in their teaching practice, followed by a network of faculty members reviewing the videos using the software to subsequently annotate the video with time-stamped comments and flags. This process enables participating faculty and their peers to identify specific instances of good practices, opportunities for improvement, and opportunities where research-based instructional practices can be included in their classroom. The VAPR process has been integrated into a first-year engineering department. Utilizing a mixed-methods case-study that includes interviews, observations, and quantified classroom observation protocols, faculty change as a result of peer-review is explored across a three-year period. Exploration of faculty change is being guided by the Concerns-Based Adoption Model (CBAM). This paper will discuss the current status and major findings of the work to date.