TY - GEN
T1 - Cultivating an Additive Innovation Culture through the Communal Observations of New EXperiences in Teaching (CONEXT) Protocol
AU - La Place, Cecilia
AU - Halkiyo, Jemal
AU - Sheppard, Michael
AU - Kellam, Nadia
AU - Carberry, Adam
N1 - Funding Information:
This work is supported by the National Science Foundation Grant 1519339. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. In addition, we would like to thank the other members of the Arizona State University RED team for their support and the FIE reviewers for their valuable feedback.
Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - This innovative practice work in progress (WIP) paper details the development of an observation protocol that was developed to promote pedagogical risk-taking and additive innovation. Our higher level goal is to create a self-sustaining community of pedagogical exploration through formative feedback driven by peer observation. This effort aims to break the mold of status quo professional development protocols with questions specifically designed to ensure educators are receiving targeted, desired feedback, while engaging observers to think about how they might apply something similar in their own classroom(s). Attempts to test this protocol unearthed deeper concerns about observations and faculty reluctance to be observed. This underlying anxiety and concern associated with observations needs to be addressed, particularly during the pandemic. In this paper we share our process of developing this protocol, our pilot testing of the protocol, barriers encountered in further testing of the protocol, and literature that explains faculty reluctance to peer observation protocols that will help guide future efforts.
AB - This innovative practice work in progress (WIP) paper details the development of an observation protocol that was developed to promote pedagogical risk-taking and additive innovation. Our higher level goal is to create a self-sustaining community of pedagogical exploration through formative feedback driven by peer observation. This effort aims to break the mold of status quo professional development protocols with questions specifically designed to ensure educators are receiving targeted, desired feedback, while engaging observers to think about how they might apply something similar in their own classroom(s). Attempts to test this protocol unearthed deeper concerns about observations and faculty reluctance to be observed. This underlying anxiety and concern associated with observations needs to be addressed, particularly during the pandemic. In this paper we share our process of developing this protocol, our pilot testing of the protocol, barriers encountered in further testing of the protocol, and literature that explains faculty reluctance to peer observation protocols that will help guide future efforts.
KW - additive innovation
KW - faculty reluctance
KW - observation protocol
KW - pedagogical risk-taking
UR - http://www.scopus.com/inward/record.url?scp=85123851818&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85123851818&partnerID=8YFLogxK
U2 - 10.1109/FIE49875.2021.9637195
DO - 10.1109/FIE49875.2021.9637195
M3 - Conference contribution
AN - SCOPUS:85123851818
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Proceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2021 IEEE Frontiers in Education Conference, FIE 2021
Y2 - 13 October 2021 through 16 October 2021
ER -