Some Suggestions For Productive Visits
(The assumption here is that all visits are reciprocal visits. Moreover, the following items are merely suggestions -- not a checklist.)

Prior to the Visits
Have a conversation; discuss, for example, explicit statement of goals for the course and goals for the class session to be visited Consider asking your colleague to observe some particular aspect of the class; e.g.

• are the students engaged
• responses to questions (by faculty or students)
• class dynamics
• shifts between class activities (e.g. from answering questions to lecturing)
• are there time segments during which students are reacting differently to the instructor

In addition to arranging times and locations of classes to visit, arrange time for a post-visit meeting.

The Visits
Should occur within 24 hours (or so) of each other; the same day is optimal

Unless your memory is very good, plan to take notes during the visit. Record your observations, thoughts on related matters as they occur to you, things that are the same as or different from the way you handle similar situations in your class,

You will likely find yourself shifting between an observer's role and a student's role (you will usually find the material interesting); what are some of the differences in your reactions to these roles

Observe the students' behavior during class; are they "engaged;" how can you tell; what are they doing (taking notes, talking about class matters; talking about other matters; listening but not taking notes); how can you tell these things

Often these types of observations will lead to thoughts of the type "if I was the student, I would ... " and these can be interesting topics for the subsequent discussion

Can the style of the class be determined (can class style be defined?); how does it differ from your own style; does style make a difference -- especially across disciplines; do there exist styles that are incompatible with a discipline; how so?

How does the style change during the class session (e.g. part lecture, part demonstration, part discussion); how noticeable are the shifts; is this important

Post-Visit Conversation
Must take place ASAP after the visits; try for the same day if possible

The initial part of the conversation can be awkward. This is one of the goals of the Interest Group -- try to find a structure or procedure that allows you to quickly enter into interesting conversation

One possible beginning is to tell about one of your observations or thoughts you had during the visit (e.g., the students wrote nothing that was not written on the board by the instructor) and ask a question about it; was your observation confirmed by the instructor; is this the normal mode of the class; is this the same as or different from your class

Another possibility is to ask about a technique that your colleague used that you either had not seen before or that you think is not possible to use in your discipline; a discussion might confirm that this exact technique is not appropriate for your course, but it suggests another technique that is relevant

Peer Visits Program
Final Exam

Multiple Choice

1. How many class sessions did you observe?
   1. None (but I had good intentions)
   2. One
   3. Two
   4. More than two (wildly enthusiastic peer-visitor)
   5. All of the above

2. With how many colleagues did you visit?
   1. None (yet, but ... )
   2. One (one was enough!)
   3. Two
   4. More than two (had nothing else to do this semester)
   5. Some of the above

3. What practical problems did you encounter?
   1. Schedule conflicts with partner's classes
   2. Too busy
   3. Couldn't find a partner
   4. Lack of motivation
   5. Other:

4. What initial concerns did you have before you began the visits?
   1. Sessions would not be helpful
   2. Visits would not be interesting
   3. Would not know what to chat about
   4. Felt odd being observed
   5. Other:

Essay Questions

5. What was your initial motivation for attending the first meeting of the Peer Visits Group (in the library in September)?

6. What was disappointing about your peer visits experience?

7. a.What were three benefits you gained from class visits and subsequent conversation?
   b. Did the Friday group meetings add anything?

8. On a scale from log(2) to the pi, how would you rate the value of the peer visits experiences?
   

   ------+--------------------------------+----
   log(2)	pi
   (Of course, log(2)=.693147 and pi = 3.14159...

9. Write two aspects of your teaching that have been influenced directly by your participation in the peer visits group. (E.g. things you do differently in the classroom; new thoughts about pedagogy; increased reflections prompted by discussions)

10. Give a "conversation starter" relevant to peer visiting for our group meetings next Fall.

What are peer visits?

• reciprocal classroom visits with a colleague including pre- and post-visit conversations
• periodic group discussions with participating pairs (accompanied by refreshments!)

What can peer visits do for you?

• provide a focus for conversations about a real classroom experience
• stimulate reflections on the teaching process
• generate mutual insights and ideas to try in your class
• give positive reinforcement to some of your current techniques
• realize a commonality of purpose and diversity of approach in our role as professors
• provide a common thread for group discussion with colleagues

What will peer visits not do to you?

• embarrass you in front of a colleague
• waste hours of your time
• involve you in yet another unproductive committee

Come to the first meeting of the Fall semester Friday, 13 September at 4 p.m. in the Wycoff Room of the Library. Call Anne Sterner at X2376 to be put on one of the mailing lists (AUDIX or email).