Peer review of teaching (PRT) brings the evidence, rigor, and community standards of scholarship to the work of teaching. It supports a multidimensional assessment of teaching by providing another set of data-points in addition to those such as student evaluations, thus mitigating overreliance on any one source of information for assessment. But the practice may be formative as well as summative (though not usually at the same time). PRT can be used to collect developmental feedback and can be conducted as an exchange or dialogue between peers. Depending on its implementation, it can infuse the all-too-often solitary practice of teaching with a spirit of collaboration and mutual support.
PRT Pilot with NYU Rory Meyers College of Nursing
From June through September 2023, the Learning Experience Design team, operating under NYU’s Office of the Provost, facilitated a Peer Review of Teaching (PRT) Pilot with 7 faculty champions from the Rory Meyers College of Nursing. (For more details on this initiative, read the full report.)
During two initial planning sessions, lead faculty and administrators identified faculty champions and set pilot goals:
- Identify and compile evidence-based methods for developing an inclusive syllabus and course review processes for different course formats
- Design or adapt tools and instruments for peer teaching observations
- Review, reflect on, and apply various evidence-based teaching strategies
- Form a learning community that values peer-learning and review of teaching
Over the course of four workshops, the faculty champions were briefed on the different stages of the review process and debriefed on the stages that they had completed. Members of the LED team facilitated the planning meetings and workshops and consulted with faculty throughout the review process.To learn more about our PRT service, as well as how to develop and conduct a PRT practice, visit our Teaching Quality Initiative pages.