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Involving peers in the evaluation and improvement of teaching: A menu of strategies

Quinlan, Kathleen M. (1996) Involving peers in the evaluation and improvement of teaching: A menu of strategies. Innovative Higher Education, 20 (4). pp. 299-307. ISSN 0742-5627. E-ISSN 1573-1758. (doi:10.1007/BF01185805) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60302)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided.
Official URL:
http://dx.doi.org/10.1007/BF01185805

Abstract

Various approaches to conducting peer coaching and peer review are described in this article. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.

Item Type: Article
DOI/Identification number: 10.1007/BF01185805
Subjects: L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Kathleen Quinlan
Date Deposited: 10 Feb 2017 10:51 UTC
Last Modified: 16 Nov 2021 10:24 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60302 (The current URI for this page, for reference purposes)

University of Kent Author Information

Quinlan, Kathleen M..

Creator's ORCID: https://orcid.org/0000-0003-3606-4148
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