Glory Tobiason’s research focus is to understand and support the work of teachers. She designs and studies innovative approaches to teaching evaluation in higher education, as well as how to strengthen instructional practice among faculty (e.g., how to design flexible programs of faculty-friendly peer observation). Her scholarship attends to the rhetorical, political, and social complexities of education research and the interplay among expertise, methodology, and positionality. At UCLA, she teaches graduate and undergraduate courses in research methods, and she is the Program Director for the Holistic Evaluation of Teaching (HET) Initiative. Prior to coming to UCLA, she spent nine delightful years as a K-12 teacher.
Titles and Positions
- Program Director, Holistic Evaluation of Teaching (HET) Initiative at UCLA
- Lecturer, School of Education and Information Studies at UCLA
Education
- Ph.D., Social Research Methodology, UCLA, 2017
- M.S., Pure Mathematics, Western Washington University, 2003
- B.S., Pure Mathematics, Western Washington University, 2002
- TESOL Certification, LanguageCorps, 2008
Honors and Funding
- 2023: Staff Appreciation and Recognition Award, School of Education and Information Studies
- 2017: Distinguished Teaching Assistant/Special Reader Award, Department of Education at University of California
- 2016: Dissertation Year Fellowship, Graduate Division at University of California
- 2015: Merit Scholarship, Department of Education at University of California
Selected Publications
- Tobiason, G. A. (2022). Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment (CA) through non-evaluative peer observation. Active Learning in Higher Education, 25(1). https://doi.org/10.1177/14697874221092977
- Tobiason, G. A. (2021). From content-centered logic to student-centered logic: Can peer observation shift how faculty think about their teaching? International Journal for Academic Development, 28(3). https://doi.org/10.1080/1360144X.2021.2015691
- Tobiason, G. A. (2021). Faculty supporting faculty... supporting students: Peer observation and responsive teaching innovations. Change: The Magazine of Higher Learning, 53(6). doi: 10.1080/00091383.2021.1987791
- Tobiason, G. A. (2019). Talking our way around expert caution: A rhetorical analysis of VAM. Educational Researcher, 48(1), 19-30. doi: 10.3102/0013189X18797618