Abstract
This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.
Highlights
Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching
We show an example of a model adapted for use within the Faculty of Science called the Peer Teaching Network
The workshop includes the following sections: Our campus-wide program grew from a request, in 2006, to help a colleague with a project funded for one year by the Teaching and Learning Enhancement Fund (TLEF) within the Faculty of Dentistry
Summary
Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching. This process is an important component of developing one’s teaching practice and being self-reflective. Peer Review: Structured, Informal, Confidential, Helpful within disciplines, within a faculty, across disciplines, in campus-wide programs. The Center for Excellence in Learning and Teaching at Iowa State University (n.d.) conducted a literature review of peer evaluation of teaching, with links to best practices. Johnson (n.d.) provides many more peer review resources and links on a blog at the University of British Columbia. We describe a campus-wide program, consisting of a four-hour introductory workshop entitled, Preparing to be a Peer Reviewer, and a fourhour Advanced Workshop.
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