Abstract:

This study gathered and analyzed data concerning the Instructional Quality Review (IQR) process in the College of Education, with particular attention to the creation of professional goals and action plans, and to what extent those goals and plans have a positive impact on the performance of Associate Faculty. To determine how and if follow-through with Associate Faculty on meeting their self-assessed goals and actions plans of the IQR review is progressing, and to identify what were the significant factors for improvement of teaching or lack thereof, the researchers analyzed performance measures and surveyed the Associate (Adjunct) Faculty on their perceptions. The results provided some points for recommendations in processes to keep and others to improve. College of Education full-time faculty members review the work of Associate Faculty using the IQR process each year, generally, with a follow-up conference with that faculty member. The emphases of these conferences are generally on what Associate Faculty are doing positively in their classrooms but can also include strategies and suggestions on how they can demonstrate higher levels of teaching expertise in their classrooms. It was not known if there is a positive impact as a result. While anecdotal evidence may suggest that the College identifies areas of need, such as critical thinking and instructive feedback (two of the five categories) as described on the rubric, and works with Associate Faculty to improve on them, there were no solid data to suggest this is the case overall. The study gathered and analyzed data related to the establishing of professional goals and action plans and then determined if that process does, indeed, improve the practice of Associate Faculty. The study has importance for the College of Education, and by extension to other units in the University, as it is not known if the creation of professional goals and action plans has any impact on professional performance. With an ever-increasing emphasis on performance measures of faculty, in this case, the IQR, possibly connected to student performance and retention and faculty’s continued teaching, the study sought to identify areas of the IQR process that might need improvement.

Keywords:

Online education, peer review of instruction.