Do University staff members find it uncomfortable to observe their peers and candidly report their findings?

My academic practice in art, design and communication class met on Wednesday to discuss observations and reviews of teaching practice. As part of the of the session we read a short case study from Bruce Macfarlanes 2004 book Teaching with Integrity about a fictional lecturer Stephanie and were asked to consider:

Which areas of her teaching practice need development.

How could Stephanie move past her defensive reaction to student feedback

Thirdly what did we find the most interesting questions raised by this case study?

As part of this terms theories policies and practices unit we are going to be observed by our tutor and by another student on the course and given feed back by them on a session we deliver to a group of students. The session is I’m sure a heads up that we maybe getting some comments on our own teaching session that are challenging and to try not to be defensive if we do.

I read through the case study A time to Reflect and made notes.

I think that Stephanie resents having to teach the postgraduate research methods course she currently works on and wants to concentrate fully on her work as a researcher, speaking and writing about evidence-based health care. I think she also resents having to read, analyse and write a report part of which looks at feedback from student questionnaires regarding her curriculum, teaching methods and practices. Stephanie is aware there is a problem following a teaching observation from a colleague and feels embarrassed.

Stephanie has asked for help from the University’s Educational Development Unit who encouraged her to facilitate student assessment of oral presentations by their fellow students. Some students objected to this … I think peer to peer assessment in addition to tutor student assessment might be seen more favourably by students.

Stephanie seems fearful and unsure of how to continue in her current role and needs additional help from the university. The fact that Stephanie realises there is a problem and has sought help and advise to deal with it is very positive. Stephanie is an internationally recognised researcher and academic who needs support and guidance regarding current formal teaching commitments.

I read through the case study The Charismatic Lecturer and made notes.

Part of Stephanie’s University departments quality enhancement procedure require her to observe a colleague teaching. Stephanie has observed peers before and thinks the process is valuable and that she has learnt a lot. Stephanie knows the lecturer she is observing, Max, by reputation and is intimidated and somewhat fearful of his charismatic personality and student ‘rave reviews’. Max has been critical of colleagues who are also researchers and has ‘rubbished’ the governments health care research agenda. Stephanie’s area of expertise, in which she has an international reputation, is evidence-based health care. I think that Stephanie needs to be more confident in her own abilities and try to be less intimidated by Max. Students in Max’s classes do not challenge him even though his views are contentious and highly political in nature. Stephanie does not feel able to challenge Max about her concerns and chooses not to include her negative assessments in the feedback observation form she is required to fill out.

I think Stephanie would benefit from assertiveness training and that Max would benefit from a more honest appraisal of his lectures and teaching methods. One of the intentions of peer observation is ‘quality enhancement’ but that requires both parties to be candid and include all their observations.