期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.10599
出版社：The Canadian Engineering Education Association (CEEA)
摘要：This paper advocates for the introduction of peer-to-peer feedback between instructors as a way to promote increased discussion about teaching. A framework for peer observation is presented along with some guidelines for formative feedback. These tools are very much works in progress that are being refined, in part, through a “teaching triad” initiative being introduced in the Department of Chemical Engineering and Applied Chemistry at the University of Toronto. The hope is that increase conversations about teaching will promote a shift in culture that will encourage and support the exploration of new instructional pedagogies.
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