Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course

Shadowing as an approach for getting first-hand learning experiences and in gathering information about workplace practices and performances has been widely used in different fields. In this case study, we analyze and propose a shadowing strategy that uses ethnographic methods for experiential learn...

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Autores principales:	Rodolfo M. Vega, Enrique Peláez, Bhiksha Raj
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Faculty development Faculty shadowing Shadowing Higher education peer training Ethnography Engineering education Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/dc8af71db5de4d5ca60e886e4230997e
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spelling	oai:doaj.org-article:dc8af71db5de4d5ca60e886e4230997e2021-11-22T04:31:21ZShadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course2666-374010.1016/j.ijedro.2021.100091https://doaj.org/article/dc8af71db5de4d5ca60e886e4230997e2021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000613https://doaj.org/toc/2666-3740Shadowing as an approach for getting first-hand learning experiences and in gathering information about workplace practices and performances has been widely used in different fields. In this case study, we analyze and propose a shadowing strategy that uses ethnographic methods for experiential learning that serves the purpose of gaining experience by learning from and playing the same role as the person being shadowed. The experiential learning process has been performed by shadowing a professor in a graduate course in Carnegie Mellon University. The use of ethnographic methods in shadowing has allowed the learner (the shadower), to elicit the knowledge and learn while the person being shadowed performs as teacher and mentor. The uniqueness of the shadowing methodology that we propose and use in this experience is the combination of experiential learning and ethnographic research methods for an in-depth analysis of the learning experience. Another uniqueness is that shadowing is based on interactions between the shadower and shadowee as peers, both being university professors in the field of computer science, where the shadowee acts as mentor. We propose this approach of faculty shadowing as a method for faculty development in higher education pedagogy.Rodolfo M. VegaEnrique PeláezBhiksha RajElsevierarticleFaculty developmentFaculty shadowingShadowingHigher education peer trainingEthnographyEngineering educationTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100091- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Faculty development Faculty shadowing Shadowing Higher education peer training Ethnography Engineering education Theory and practice of education LB5-3640
spellingShingle	Faculty development Faculty shadowing Shadowing Higher education peer training Ethnography Engineering education Theory and practice of education LB5-3640 Rodolfo M. Vega Enrique Peláez Bhiksha Raj Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
description	Shadowing as an approach for getting first-hand learning experiences and in gathering information about workplace practices and performances has been widely used in different fields. In this case study, we analyze and propose a shadowing strategy that uses ethnographic methods for experiential learning that serves the purpose of gaining experience by learning from and playing the same role as the person being shadowed. The experiential learning process has been performed by shadowing a professor in a graduate course in Carnegie Mellon University. The use of ethnographic methods in shadowing has allowed the learner (the shadower), to elicit the knowledge and learn while the person being shadowed performs as teacher and mentor. The uniqueness of the shadowing methodology that we propose and use in this experience is the combination of experiential learning and ethnographic research methods for an in-depth analysis of the learning experience. Another uniqueness is that shadowing is based on interactions between the shadower and shadowee as peers, both being university professors in the field of computer science, where the shadowee acts as mentor. We propose this approach of faculty shadowing as a method for faculty development in higher education pedagogy.
format	article
author	Rodolfo M. Vega Enrique Peláez Bhiksha Raj
author_facet	Rodolfo M. Vega Enrique Peláez Bhiksha Raj
author_sort	Rodolfo M. Vega
title	Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
title_short	Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
title_full	Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
title_fullStr	Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
title_full_unstemmed	Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course
title_sort	shadowing as peer experiential learning for faculty instructional development strategy: a case study on a computer science course
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/dc8af71db5de4d5ca60e886e4230997e
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Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course

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