Davids, L. K., & Pembridge, J. J., & Allam, Y. S. (2015, June), Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25037

\bibitem{asee_peer_25037}
  Davids, L. K., \& Pembridge, J. J., \& Allam, Y. S. (2015, June), \emph{Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.25037

Lisa K Davids, James J. Pembridge, and Yosef S. Allam.  "Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/25037 Internet.  26 Jun, 2024

\bibitem{asee_peer_25037}
  Lisa K Davids, James J. Pembridge, and Yosef S. Allam.
  "Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/25037 Internet.  26 Jun, 2024

@INPROCEEDINGS{asee_peer_25037
author = "Lisa K Davids, James J. Pembridge, and Yosef S. Allam"
title = "Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/25037}
number = {10.18260/p.25037}
}

TY  - CPAPER
AB  -     Diffusing Innovative and Evidence-Based Instructional Practices            through Video-Annotated Peer Review (VAPR)The knowledge associated with engineering education has grown considerably withefforts related to empirical research regarding the cognitive basis of learning and changesin student demographics and needs. Unfortunately, there has been a lag in the adoption ofresearch-based teaching approaches by practitioners. At the same time faculty are limitedin the development of their instructional practices to short courses, workshops,conference proceedings and publications. All of these developmental activities requiresubstantial time, effort, and funding with no guarantee of application to the classroomand university context of participating faculty. In addition, faculty feedback is generallylimited to student evaluations and periodic observations associated with promotion andtenure.This paper describes the implementation of a video-annotated peer review (VAPR)process seeking to address a growing need to support the diffusion of research-basedinstructional practices and create a formative feedback process that will enhance facultydevelopment. In support of the description of the VAPR process, this paper provides areview of faculty peer-review, the connection to faculty learning communities, and socialreflexivity theory.Utilizing a qualitative methodology, a focus group of VAPR participants was conductedafter the first round implementation to explore the benefits and limitations of VAPR.Findings from the focus group illuminate how VAPR overcomes common barriers todiffusion.
AU  - Lisa K Davids
AU  - James J. Pembridge
AU  - Yosef S. Allam
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation
UR  - https://strategy.asee.org/25037
DO  - 10.18260/p.25037
ER  -