Using Most Significant Change to Evaluate Impact of the PRO-Teaching Project

In this chapter we discuss the use of peer observation of teaching as a vehicle for innovation in teaching through the development of a scholarly approach to teaching. We develop a data gathering framework for facilitating scholarship of learning and teaching. In the rest of this chapter we discuss:

• the process which led to the introduction of a technological innovation for a first year computer science course and the role that peer observation of teaching played in this process;

<.p>• follow the development of the innovation and its impact on student learning to illustrate how interdisciplinary teams can work together to create innovative solutions to enhance student learning by leveraging technological, pedagogical, and content knowledge;

and

• conclude that engaging in cross-disciplinary peer observation of teaching provides a promising developmental process for educators.

We provide a case study using peer review and observation of teaching (PRO-Teaching) as a vehicle to develop both a scholarly approach to teaching as well as providing a framework to gather data for ongoing change to facilitate scholarship of learning and teaching. The case study describes the process behind which a technological innovation was introduced into a first year computer science course and the role that PRO-Teaching played in this process. The process that was developed as part of the case study shows a promising way forward for educators involved in peer review and observation of teaching. It illustrates how interdisciplinary teams can work collaboratively to create innovative solutions to enhance student learning by leveraging technological, pedagogical, and content knowledge.