
Fall semester activities include matching new faculty participants with faculty mentors who have already produced a portfolio, and one Saturday morning orientation and syllabus workshop.
In the spring semester, participants meet monthly to discuss teaching issues, as well as exchanging three class visits with their peer review partner. Each visit is focused one of the three aspects of teaching: intellectual content, teaching practices, and student understanding. These class visits provides the basis for an exchange of short essays between partners. At the end of the semester, participants develop those short essays into a reflective document analyzing the course – the “course portfolio” (to be completed by mid-June). Upon completion of the course portfolio, participants each receive a $1000.00 fellowship in faculty development funds.
After local conversation and subsequent refinement, the portfolios will be made available to faculty on other participating campuses through the Peer Review Program website, and private comments will be exchanged. Some portfolio authors will make further revisions in their portfolios and in their courses, and the evolving portfolios will be an iterative record of the teacher's inquiry into those experiences that produce the most student understanding. The project goal is to help faculty become skilled as writers and readers of course portfolios, making these portfolios useful both to those who produce them and those whose teaching can benefit from reading them.