By: Jacqueline M. DiSanto, Ed.D., Associate Professor, Education; Sandy Figueroa, M.S., Associate Professor, Business; Carlos Guevara, M.S., Director, Office of Educational Technology; Antonios Varelas, Ph.D., Associate Professor, Behavioral and Social Sciences; Diana Macri, M.S.Ed., R.D.H., Assistant Professor, Allied Health;
Andrea Fabrizio, Ph.D., Associate Professor, English; Sherese Mitchell, Ed.D., Associate Professor, Education; Sean Gerrity, Ph.D., Assistant Professor, English
Hostos Community College of the City University of New York (CUNY)
This paper discusses existing literature on peer observation. It also focuses on work done by an investigative, information-sharing committee at an urban community college in the South Bronx that was created to communicate best practices for conducting peer observations. The Peer Observation Improvement Network for Teaching (POINT) committee views peer observations as faculty-development opportunities that can lead to improved teaching. Using pre- and post-observation conversations to share pedagogy and resources, writing recommendations for growth, and conducting faculty observations in an online environment are examples of topics addressed by POINT.
Key words: collegial conversations, faculty development, online learning, peer observation, professional growth.