Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation

Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and are superior lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study ( n=20) investigates how programs of reciprocal, non-evaluative peer observation can help faculty understand use at lesson level. Analysis exit interviews faculty-faculty dialogue reveals participants able apply principles level; most report this new learning. Two program features support described.