Lauren Barbeau | SpeakerHub

Personal Details

Bio

Teaching is and always has been my passion. I started grad school with the goal of becoming an American literature professor, but I developed an interest in the intersection of pedagogy and technology as a Liberman Fellow for Teaching with Technology near the end of my graduate career.

I earned my Ph.D. in English, specializing in 19th century American Literature with a certificate in American Culture Studies, from Washington University in St. Louis and taught writing and literature courses at a community college. My interest in teaching with technology soon led me to educational development positions at Georgia Southern University and the University of Georgia.

My co-authored book project, Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching (Routledge, 2023), stems from my passion for improving teaching and learning. The book offers instructors a framework for identifying, implementing, and documenting effective teaching behaviors as well as aligned peer observation and student feedback instruments to help them gather external perspectives on their teaching. My current research interests include helping instructors showcase and administrators evaluate teaching.

Current position (1)

Assistant Director, Learning & Technology

Georgia Institute of Technology

Degrees (2)

English

Washington University in St. Louis

2009 to 2015

English

University of Florida

2005 to 2009

Presentations

Presentations (4)

Foundations for Success: Defining Critical Teaching Behaviors for Student Learning

As teachers, student learning is our goal. Research on teaching and learning offers insight into what we can do to support student success; however, staying current on this research is time-consuming and can be overwhelming for instructors delving into a new field. Critical Teaching Behaviors (CTBs) prepare instructors to foster student success by providing foundational knowledge of effective teaching practices. In this session, participants will use the CTB framework to reflect on their current instructional practices and pedagogical areas of interest to identify strategies they can implement to promote student learning while reinvigorating their teaching.

Who Tells Your Story? Reflection and Agency in Documenting Teaching Effectiveness

When it comes to teaching effectiveness, who tells your story? Often, documentation of teaching privileges student or colleague voices or simply lets materials speak for themselves. Using the Critical Teaching Behaviors (CTB) framework, we discuss a documentation method that promotes instructor agency in shaping teaching narratives while fostering reflective habits that improve teaching. The framework provides guidance to instructors crafting their first teaching narrative and presents more experienced teachers with a new lens to think about their teaching. Participants will begin framing a persuasive, coherent teaching narrative using the CTB and evidence from instructional artifacts easily available to them.

Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching

What does good teaching look like? How do you know it when you see it? This workshop will introduce the Critical Teaching Behavior framework as a tool to help your department establish a shared, research-based understanding of effective teaching for student learning. Grounded in behaviors that characterize what a good teacher does, the framework provides a common language in which to discuss and evaluate teaching.

I suggest this workshop as a follow-up to "Who Tells Your Story? Reflection and Agency in Documenting Teaching Effectiveness.”

Observing Critical Teaching Behaviors: What Does Good Teaching Look Like?

Faculty, administrators, and educational developers regularly engage in peer observations to provide formative or evaluative feedback. Many tools are available to guide observers, but often prescriptive instruments reduce instructional complexity to manageable, one-size-fits-all checklists that do not account for the individualized, context-dependent nature of teaching. Using the CTB tools, faculty engaged in peer reviews of teaching :

- give and receive holistic feedback grounded in research-based practices proven to support student success;
- collaborate to identify teaching strengths and set clear goals for development;
- engage in reflective self-assessment with the purpose of integrating the faculty voice in the observation process.

This workshop introduces the Critical Teaching Behavior (CTB) observation tools and discusses peer review guidelines for a structured, transparent process.

Past talks (4)

Who Tells Your Story? Reflection and Agency in Documenting Teaching Effectiveness

John M. Burns Annual Conference

Texas Tech University

September 8, 2023

Who Tells Your Story? Reflection and Agency in Documenting Teaching Effectiveness

New Faculty Orientation

Oklahoma City University

August 16, 2023

Who Tells Your Story? Reflection and Agency in Documenting Teaching Effectiveness

Faculty Professional Development Day

Daton State College