This case is a two-part series on the value of faculty teaching forums and peer coaching programmes in resolving conflicting pedagogical philosophies.

Case A is set in September 2009, shortly after James Nelson, assistant professor at Singapore Management University sought guidance from practice associate professor Harry Denon on the issue of declining student ratings of his teaching performance.

Den then observes Nelson’s lectures, and has in-depth discussions with him on his teaching style. The discussions prove very helpful to Nelson, who is now able to decide how he should approach his class and to what extent he needs to alter his teaching approach.

The case looks at the value of feedback received by faculty through various lenses: students, peer and self-reflection. It is highly suitable for faculty development and executive education courses that cover different pedagogical philosophies and the effectiveness of student appraisal processes.

In Case B, Nelson reflects on his peer coaching experience and how his thought process has evolved through the course of the coaching programme. He also describes some of the changes he made in his instructional strategy and course assessment methods, and reveals how he has refined his teaching philosophy.

The learning objective is a continuation of Case A that looks at the value of feedback received by faculty through various lenses: students, peer and self- reflection. It is highly suitable for faculty development and executive education courses that cover different pedagogical philosophies and the effectiveness of student appraisal processes.