The TeMPO Program
Teaching Mentoring through Peer Observation
The purpose of the TeMPO Program is to facilitate interdisciplinary relationships among faculty to discuss teaching and create a culture that will help foster the participation of all departments in more consistent and high-quality peer observation and review. TeMPO is co-sponsored by the Texas Tech Teaching Academy and the Teaching, Learning, and Professional Development Center.
TeMPO participants are paired with other faculty members across disciplines, and engage in reciprocal observations of one another's teaching during the course of the Spring semester. The entire TeMPO cohort meets several times during the semester to share experiences and reflections, and participants receive a $500 stipend for their active participation.
TeMPO is at its core non-evaluative and reflective in nature. The program is intended to offer participants an opportunity to exchange ideas with colleagues who share a passion for good teaching, build interdisciplinary relationships, and receive feedback on teaching effectiveness in a non-threatening way. The evaluations are not connected to the Tenure process, and therefore the program gives participants the chance to grow, reflect, and experiment without judgment. If you have additional questions about the TeMPO Program, please contact Dr. Shane Blum or Mitzi Ziegner.
Spring 2021 Fellows:
- Richard Alboroto, Assistant Professor, Sociology, Anthropology, & Social Work
- Modhurina Amin, Assistant Professor, Agricultural & Applied Economics
- Cameron Brown, Assistant Professor, Community, Family, & Addiction Sciences
- Spencer Hartman, Instructor, School of Music
- Wei He, Assistant Professor, Area of Information Systems & Quantitative Sciences
- Matthew Hogan, Lecturer (Costa Rica), Physics & Astronomy, Mathematics & Statistics
- Grant Jackson, Assistant Professor, Educational Psychology & Leadership
- Jenna LaFreniere, Assistant Professor, Communication Studies
- Stacy Hyun Nam Lee, Associate Professor, Hospitality & Retail Management
- Alice Ann Light, Assistant Professor, School of Music
- Laura Mandrell, Instructor, Professional Communication
- Alejandra Marin, Instructor, Marketing & Supply Chain Management
- Jon McNaughton, Assistant Professor,Educational Psychology & Leadership
- Aaron Zimmerman, Assistant Professor, Curriculum & Instruction
Who Is Eligible?
TeMPO participants must be faculty, professors of practice, or instructors from any department on the Texas Tech campus. Graduate students are not eligible. The partner pairings of TeMPO Fellows are ultimately non-hierarchical and all participants benefit equally from the experience. Past TeMPO participants are encouraged to reapply.
TeMPO Participants will engage in the following:
- Opening his/her classroom (this might be a face-to-face class or an online class) so TeMPO partners may observe their teaching two times during the Spring;
- Conduct at least 3 observations of his/her TeMPO group members during the semester of participation;
- Meet with his/her TeMPO group members multiple times throughout the semester to share observations and discuss feedback;
- Attend TeMPO Program meetings;
- Attend at least 3 TLPDC events during the semester, including one required session on the feedback process.
Testimonials from Past Participants:
- “The program has given me the opportunity to be intentionally reflective about why I do what I do in the classroom.”
- “I think what has shifted for me within my own pedagogical practice is thinking about teaching and learning from multiple perspectives. I think sometimes you get accustomed to teaching your discipline and not really engaging in education as a multi-faceted experience. It was refreshing to talk with someone not in my field that encouraged a more ‘back to the basics' conversation about teaching.”
- “Observing another's classes and speaking with him about learner-centered vs. teacher-centered structures has helped me examine my own beliefs on that topic. “
- “I didn't really have a chance to talk about my courses with other people, but this program gave me a great opportunity to ask questions about strengths and weaknesses of my teaching strategies. Instead of just reading students' or peers' evaluations, this program helped me to understand what I really do in the class. I also think this program encouraged me to prepare the classes more effectively. This program itself was an active way (not a passive way) to evaluate my teaching.”
- You can find video testimonials here.