Teaching TRIOS: Lessons Learned through A Strength-Based Approach to Peer Observation

Teaching TRIOS is a peer observation program developed in the mathematics department at Middle Tennessee State University in 2014. The program was designed as a time-sensitive (T), reciprocal (R), Inclusive (I), Operative (O), and Strength-Based (S) way to learn from one's peers by observing their classroom and debriefing on the strengths observed. In the decade since its inception, we have learned several lessons through implementation and research of the Teaching TRIOS program. In this presentation, we take a three-prong lens to unpacking the lessons learned, focusing first on the practice of implementing TRIOS in STEM departments, second on the theory underlying TRIOS and its potential for catalyzing change, and third on empirical results investigating the outcomes of TRIOS on faculty reflection. In the practice segment of the presentation, we will describe the TRIOS approach and provide relevant details for those interested in implementing a formative approach to peer observation at their institutions. In the theory segment, we will describe our recently funded NSF project, Advancing the Culture of Teaching in STEM through Diffusion of Strength-Based Reflexivity (ACT-STEM), highlighting the theory of change grounding that project, which incorporates positive psychology (Seligman & Csikszentmihalyi, 2000), self-determination theory (Ryan & Deci, 2017), ecological systems theory (Bronfenbrenner, 1979), and diffusion of innovations theory (Rogers, 2003). Finally, in the empirical segment, we will present the results of an initial study investigating the level of reflection attained in groups with differing levels of strength-based implementation of the TRIOS design. Our empirical results suggest that a strength-based approach to peer evaluation may lead to greater opportunities for faculty to achieve core reflection (Korthagen and Vasalos, 2005), empowering them to draw connections between personal values and their role in the classroom. During the sessions, participants will have opportunities to share their own experiences with change initiatives during small-group reflection breaks.