This site focuses
on the Peer Review of Teaching which can be considered a component of
the scholarship of teaching and part of the formative and summative evaluations
of teaching. Peer Review enhances the dialogue related to teaching
effectiveness, recognizes that faculty peers are the best judges of course
content, pedagogical methods, and assessment strategies, and elevates
teaching as a scholarly activity.
In 1990 a discussion of the scholarship of teaching began with the publication
of Scholarship Reconsidered (Boyer), and then refined later in
Scholarship Reassessed (Glassick, Huber, Maeroff, 1997). The scholarship
of teaching has evolved into two equally important activities---scholarly
teaching and the scholarship of teaching. Lee Shulman, President of the
Carnegie Foundation and Professor of Education at Stanford Unviersity,
defines scholarly teaching as "teaching that is well grounded in the sources
and resources appropriate to the field. It reflects a thoughtful selection
and integration of ideas and examples, and well-designed strategies of
course design, development, transmission, interaction and assessment.
The scholarship of teaching is developed when the work of teachers becomes
public, peer-reviewed and critiqued, and exhanged with other members of
the professional communities so they, in turn, can build on our work."