The Practice of Peer Observation.

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.


Andrea Fabrizio, Ph.D.

Associate Professor and Chair
English Department

Hostos Community College, CUNY

Dr. Andrea Fabrizio received her B.A. in English from Fordham University and her Ph.D. in English with a Certificate in Women’s Studies from the Graduate Center of The City University of New York.  Her scholarly interests include 17th century women’s spiritual writing and writing pedagogy.  She currently co-coordinates the Writing-across-the-Curriculum Initiative at Hostos and was a founding member of POINT.


Contact information:
Phone:  718 518-6697