About the Peer Review of Teaching Program
Alisa Garni, Sociology, Anthropology, and Social Work
Robbie Bear, Biology
Fred Burrack, Music
Michele Janette, English
Naomi Wood, English
Michael Wesch, Anthropology
Faculty pairs engage in a series of three interactions. Each member picks a target course and completes three interactions in regards to this target course:
- The first interaction, Reflections on Course Content, requires a team member to discuss the course syllabus and reflect on the course goals and the intellectual rationale for these goals.
- The second interaction, Teaching Practices, has a team member reflect on the teaching methods, course assignments, and course materials.
- The third interaction, Student Learning, has a team member reflect on teaching in terms of student learning. Each of these interactions is supported by the PRTP partner. Partners visit each others classes three times during the semester, as well as work together in a Scholarship of the Syllabus workshop before the semester begins.
Once the three interactions are completed, each participant integrates them into a reflective document (a Course Portfolio). This Course Portfolio may be made available to selected external reviewers at participating universities. Reviewers will use their experience and perspective to assess the intellectual quality and effectiveness of the teaching and the team member's ability to document it. Reviewer comments will be provided privately to each team member and will be useful in aiding in development of the course.
During the course of the academic year, participation and attendance at key meetings will be required:
- an orientation session and syllabus workshop. Participants should bring a syllabus, or draft syllabus, for the spring course they will use for the Peer Review of Teaching Program.
- monthly round table meetings during the spring semester to discuss teaching issues. These meetings will be on the weekday most convenient for participants. (Likely topics: how to make lectures more interactive; how to transition from small group work to wrap-up; teaching to multiple skill levels; social issues and dynamics (the role and place of humor; use of authority; addressing racism, sexism, homophobia); connecting specific classes and activities to larger curricular or career or cultural contexts). The final meeting will be a discussion of the portfolio and expectations for that document.
- three class visits by each Peer Review Fellow to their partner's class for observation; exchange of memos to discuss the class objectives, observations, and analysis; face-to-face discussions between partnered Fellows and their Mentor. (Copies of the interaction memos will be sent to the PRTP Coordinator.)
Previous PRTP participants have suggested the following time estimates for the Baseline Course Portfolio: interaction #1 (6 hours), interaction #2 (4 hours), interaction #3 (12 hours), development of reflective memo or course portfolio (10 hours). Additional time will be required.