1. ATLE PEER REVIEW OF TEACHING Amanda Nolen, Ph.D. September 15, 2011

3. Interests in Peer Review of Teaching  Scholarly – I am an Educational Psychologist  Practical – I am expected to teach effectively  Ethical/Professional – I teach people how to teach

4. “Non-scary peer evaluation?”

6. Sources of Hesitation?  What is ‘good teaching’?  I am the only one who teaches my content.  Imposes too much of a burden on faculty.  Two observed classes may not be rep of an entire course.  The “observer effect.”  Faculty may be biased for/against me.

7. Why Peer Review of Teaching?  Importance of Teaching in P&T decisions  Student Evaluations as sine qua non  Limits of what students can evaluate  Conflicts of interest  Colleagues as another data source  Peer review as formative AND summative data

8. How to do Peer Review?  The Who?  (Courneva, et al. 2008; Pratt & Collins, 2000; Quinlan, 2002; Stierer & Antoniou, 2004)  The What?  (Cobb, et al., 2001; Hutchings, 1994; Leamon, et al. 1999; NRC, 2003; Patterson, 1996; Pratt & Collins, 2000)  The When?  (Peel, 2005; Hutchings, 1996)