Peer Review of Teaching Program
About the Program
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, Intellectual Content, which takes place in the fall semester, 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 through a series of peer observations.
- The third interaction, Student Learning, has a team member reflect on teaching in terms of course assignments and student learning outcomes.
Once the three interactions are completed, each participant integrates them into a reflective document (a Course Portfolio).
During the course of the academic year, participation and attendance at key meetings will be required:
- orientation session and syllabus workshop (Saturday, November 11, 2017, 8:30am - 11:00am) 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.)
Once the above interactions are completed, each participant integrates them into a reflective Baseline Course Portfolio.
At the conclusion of the program, fellows collate their observation memos, course assignments, student work examples, and assessment data, and write a reflective essay. The subsequent document, a Baseline Course Portfolio, is an inquiry into the success of a course in helping students to learn as well as a document of the shared, collaborative experience that is the Peer Review of Teaching Program.
What type of time commitment am I making?
Previous PRTP participants have suggested the following time estimates for the Baseline Course Portfolio: interaction #1 (5 hours), interaction #2 (12 -15 hours), interaction #3 (6 hours), development of reflective memo or course portfolio (8 hours), attendance at peer review meetings-one fall meeting and four one-hour monthly meetings spring semester (6.5 hours).