Abstract
Classroom visitation and peer coaching are methods used to help faculty improve their teaching. Unfortunately, many faculty equate classroom visitation with the evaluation process necessary for tenure and promotion. This article argues that methods to improve teaching also can be developmental in nature. The authors' personal experience with such a program is used to help show that (a) having colleagues from other disciplines visit a class is an effectiveway to improve pedagogical technique, (b) feelings of fear and vulnerability are a natural part of classroom visitation, and (c) overcoming these fears and establishing a supportive relationship with a peer coach is an effective long-term strategy to improve the quality of teaching.
Get full access to this article
View all access options for this article.