Developing a Teaching Squares Program: Impact on Teaching Practice in the Faculty of Environment

Grant program: Amundsen Fellowship

Grant recipient: Tara Holland, senior lecturer, Geography/Environmental Science, Faculty of Environment

Timeframe: May 2022 to June 2024

Funding: $5000

Course addressed: Faculty-wide professional development initiative across multiple courses and departments in SFU’s Faculty of Environment

Final report: View Tara Holland's final report (PDF)

Description:

This Amundsen Fellowship project developed and evaluated a Teaching Squares program in the Faculty of Environment (FENV), adapting a peer observation model originally created at St. Louis Community College. The program emphasized reciprocal peer observation, self-reflection, and group discussion to enhance teaching practice and build community among faculty. Three to four faculty members formed "squares" to observe each other's classes throughout a semester, then met to discuss learnings and develop action plans for teaching improvement.

The project employed a two-phase approach combining implementation research with impact evaluation. Phase I (April-December 2022) assessed program implementation effectiveness and delivery fidelity, while Phase II (August 2022-June 2024) evaluated impact on teaching practice. Despite lower than anticipated participation (9 faculty across 3 squares), the program demonstrated significant benefits for participants, with 100% reporting learning something about their teaching and 62.5% indicating the program impacted their teaching approach.

Key outcomes included enhanced faculty confidence in teaching methods, improved student communication strategies, and strengthened community of practice within FENV. The program successfully addressed its dual goals of professional development and community building, with participants continuing to meet and collaborate beyond the formal program structure. Based on findings, the program will be rebranded as "Teaching Triangles" with refined facilitation approaches.

Questions addressed:

• How effective was the implementation of the FENV Teaching Squares program and what was the fidelity of program delivery? 
• What impact did the FENV Teaching Squares program have on teaching practice in the Faculty of Environment? 
• What barriers and facilitators influenced faculty participation in the peer observation program?

Knowledge sharing: Findings were shared twice at FENV Town Halls with plans for department and Faculty-level presentations. Future dissemination planned for TILT events, Teaching Matters, and STLHE. Ongoing informal sharing with colleagues throughout two-year project period.

Keywords: Peer observation of teaching, teaching squares, teaching development, reflective teaching, faculty professional development, community of practice, teaching enhancement, self-reflection, collaborative learning, pedagogical improvement