Welcome to the Formative Peer Review of Teaching Workshop’s online site.
The activities at this site are part of the introductory workshop offered by the Centre for Teaching, Learning and Technology at the University of British Columbia.
What you will find at this site
At this site you will find online activities to be completed prior to the face-to-face workshop. You will also find links to resources, including the Formative Peer Review of Teaching Handbook (please bring a digital or paper copy of the handbook to the workshop).
How to begin
(Time required: ~ 2-10 minutes)
In the comments section below, complete the following sentence(s):
My goals for attending the workshop are…
Your goals may be general or specific and/or may be related to your Department/Faculty’s Peer Review of Teaching policy; you can also add any specific questions you have. I will do my best to respond to these goals and questions, before, during, or after the workshop.
Your responses will be visible to the workshop facilitator and to the participants enrolled in the same workshop you are attending.
Once you have noted your goals and questions in the comment boxes below, please proceed to Module 1.
my faculty struggles with variable lecture quality, especially clarity of objectives and appropriateness of level and amount of material presented. As a course co-lead for a second term multi-teacher course, I would like to provide insightful and actionable/ achievable feedback to lecturers for improvement. My belief is that this would also have a strong positive influence on my own lecturing.
Thank you Clarissa. I agree – the learning is bi-directional!
My goals for participating in the workshop are to become familiar with the processes and practices of Peer Review of Teaching on the UBC-V campus. I am a facilitator at the UBC Okanagan campus. I am interested in forms to be used for formative peer review of teaching. I look forward to meeting you all on the 4th.
So glad you can join Heather.
My goals are to learn more about the nuances of PRT and how I might apply these to my own teaching practice and to evaluating others. I’m interested in developing a very informal version of PRT in my department as a way for faculty to share teaching resources, techniques and expand their own practice by informally sitting in on other faculty’s classes. And help build rapport and collegiality while doing so.
Yes, peer review CAN be used to build rapport and collegiality. That’s the ideal (but not always the reality). We’ll focus on approaches that aim to foster collegiality. Thank you John.
I will be co-teaching my first course this September so I am looking to learn more about the PRT process and ways that this might be brought into our course environment and the relational work that my co-instructor and I do together. In my other role as a staff member I design professional development programs for faculty who are interested in integrating Indigenous perspectives into courses and I have found the PRT model an interesting approach and possibly one to incorporate into existing programming.
Thanks Amy. So exciting that you’ll be teaching and look forward to your thoughts on incorporating PRT into your work here at CTLT.
I am excited to attend this workshop to learn more about the PRT process. Specifically, I am interested in learning about the different ways to formally write a meaningful report for a mentee.
Thank you Jen. We’ll definitely make some time to discuss the rapport writing piece.
As an educational consultant for the areas of equity, inclusion, and diversity in teaching and learning, I’m interested in both learning the PRT process in general and exploring possibilities of further utilizing/promoting it to support educators in developing inclusive classroom teaching practices.
I am a Visiting Scholar at the Institute for the Oceans and Fisheries, UBC. My goals for participation in this workshop are to learn the pedagogical practices and methods for teaching and peer review of teaching for undergrad and postgrad instructors which I can apply or adapt at my home institution (University of Lagos, Nigeria). I would like to learn how to develop and peer review teaching philosophy, teaching and engagement plans for course instructors.
I am interested in learning some more of the procedural steps and criteria for evaluation involved in the Peer Review Process and how these may differ by the institutional vs faculty level. I would also like to learn about and view examples of meaningful feedback in a PRT report.