Junior faculty get lowdown on peer review

Overheard in the hall as classes change: “I took that course last semester. Professor X was teaching it — she was awesome!”

“You’re kidding! I can’t stand her — she’s so incredibly boring.”

Now it comes time to review the teaching of Professor X. How is her classroom work to be assessed? Perhaps improvement in some areas would help; if so, how exactly does she make changes in her presentation?

Many methods of evaluating teaching in higher education are available. The university’s Creating a Collaborative Academic Environment and the Teaching Academy have been taking steps toward a system of peer teaching review that allows participants to tailor review criteria specifically to the individual, class and subject.

The Wisconsin approach to peer teaching review grew out of an American Association of Higher Education initiative to “raise the quality and status of teaching in American colleges and universities,” CCAE director Katherine Sanders says. “UW-Madison took an approach very different from other schools because we assembled a cross-disciplinary working team that created a menu of options for faculty to choose for themselves the best way they could participate in peer review.”

Sanders says that menu has been built around such often-asked questions as, “How can I develop or improve my teaching?” or “How can I raise the profile of teaching in my department?”

“We’ve presented at several national conferences,” says Chris Carlson-Dakes, associate director of CCAE. “People from all over the world are using our Web site.”

And with good reason: John DeLamater, professor of sociology and one of the seven members of the original peer review development team, says the practice of peer teaching review can be an invaluable source of information as individuals improve their pedagogical skills. However, that is not its only benefit.

“These reviews also can produce evaluative materials that can be used as evidence to support a recommendation for promotion to tenure,” he says.

To introduce junior faculty, their mentors, and instructional staff, to the merits of peer teaching review, CCAE next month will join the UW–Madison Teaching Academy and the Provost’s Office to present a workshop on the CCAE Menu of Options. The workshop will include a divisional committee panel discussion, question-and-answer sessions, and breakout sessions for mentors and faculty.

Robert Skloot, associate vice chancellor of academic affairs, says that MOO and the peer review of teaching workshop reflect the university’s interest in quality teaching.

“This campus is committed to the continuous review of instructors, with the goal of strengthening and maintaining that excellence,” he says. “Creative instruction needs encouragement, and teachers need tools and supportive colleagues. MOO is our answer and it works.”

The peer review workshop will be held Thursday, Oct. 11, 1-4 p.m. in the Pyle Center. Registration is required for the free event. Contact Sally Berray, sberray@facstaff.wisc.edu.