Peer review of teaching: What features matter? A case study within STEM faculties

Georgiou, Helen; Sharma, Manjula; Ling, Amanda

doi:10.1080/14703297.2017.1342557

Cited by 20 publications

(34 citation statements)

References 24 publications

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“…The PORT program (originally named Peer Review of Teaching, or PRT) has been running in the Faculty of Science at a research-intensive university in Australia since 2014 (Georgiou et al, 2018;Sharma & Georgiou, 2017). While initially the program was purely voluntary, it is now also an essential requirement for all new staff joining the Faculty of Science, who must complete a compulsory three-day program run by the University's academic development unit.…”

Section: The Peer Observation and Review Of Teaching (Port) Programmentioning

confidence: 99%

“…However, Hatzipanagos and Lygo-Baker (2006) found that peer reviewers (as opposed to expert reviewers) are often motivated to offer only positive reviews, thus limiting any benefits to be gained by receiving and understanding the content and purpose of constructive criticism. In a similar juxtaposition Hatzipanagos and Lygo-Baker (2006) found that a reviewer external to the discipline, an academic developer or central teaching and learning academic, is better suited to the role, while Georgiou et al (2018) found that both educational expertise and familiarity with the broad disciplinary culture are key factors in establishing a successful relationship between peer and participant.…”

Section: Introductionmentioning

confidence: 97%

“…Since its inception in 2014, the program that is the focus of this study underwent evaluation and development over a period of three years. As part of this evaluation, it was established that the program was extremely well-received by participants (Georgiou et al, 2018). Factors that were found to be critical for the success of the program, where success related to the aim of the program to support the professional development of the participant, included participant appreciation of feedback, specialized support from an experienced discipline teacher as 'peer', and the collegiality experienced.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program

Hendry

Georgiou

Lloyd

et al. 2020

International Journal for Academic Development

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Rapid technological and social changes have prompted a strong focus on teaching practices in higher education. Among the assortment of programs and approaches aimed at developing teaching practices, peer review and observation of teaching remain widespread for their efficiency and potential to be transformative. Though such programs are well described in the literature, whether or how they affect practices remains under researched. This study reports on the accounts of past participants-with respect to changes in their teaching practices-in a peer review and observation of teaching program run in the Faculty of Science at a large, research-intensive university. Results from a questionnaire and interviews from several years' cohorts indicate that participants overwhelmingly believed that the program enhanced their teaching practice and that they continued to practice specific teaching strategies developed during their participation in the program. Particular features of the program were associated with its success, such as the role and experience of the 'reviewer' and the review cycle. The program was thought to have changed the perspective of participants in the way they think about teaching.

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Section: The Peer Observation and Review Of Teaching (Port) Programmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program

Hendry

Georgiou

Lloyd

et al. 2020

International Journal for Academic Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Trugsel mot akademisk fridom Det har synt seg at den kollegbaserte modellen for fagfellevurdering kan vere både vanskeleg å implementere og enda meir utfordrande å oppretthalde (Georgiou et al, 2018). Om opplegget skal bli noko som skal oppretthaldast over tid trur vi at eigarskap til modellen slik den kollegabaserte modellen legg opp til vil vere heilt sentralt.…”

Section: Diskusjon Og Nokre Analytiske Grunnkategoriar Som Støtte Vedunclassified

“…Trass i at det er skildra mange fordelar med både kollegarettleiing og fagfellevurdert undervisning, så syner det seg at det er vanskeleg å implementere og enda meir vanskeleg å oppretthalda (Georgiou, Sharma & Ling, 2018). Laeraren sin skepsis kan vere ei forklaring.…”

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Fagfellevurdert undervisning og kollegarettleiing i høgare utdanning. Frå modell til gjennomføring

Vee

Løkke

Halvorsen

2020

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Det er ifølgje stortingsmeldinga om kultur for kvalitet i høgare utdanning (Kunnskapsdepartementet, 2017) ei forventning om at institusjonane i høgare utdanning får på plass system for kollegarettleiing og fagfellevurdert undervisning. Føremålet med denne scoping reviewen er å skaffe oversikt over litteratur som beskriv modellar som finst for gjennomføring av fagfellevurdert undervisning, samt peike på deira fordelar, ulemper og hindringar. Deretter argumenterer vi for ein utvald modell som eignar seg i høgare utdanning. Scoping reviewen er utført ved hjelp av ein femstegsmodell frå Arksey og O´Malley (2005). Resultata indikerer at det er den kollegabaserte modellen for fagfellevurdert undervisning som er best eigna for høgare utdanning. Modellen må tilpassast den institusjonen der han skal nyttast. Modellen må vere fleksibel, frivillig og utviklast frå eit såkalla nedanifrå-og-opp-perspektiv dersom ein skal lukkast med å halde rettleiinga oppe over tid. Lukkast ein med det perspektivet, er kollegarettleiing og fagfellevurdert undervisning ein eigna strategi for å jobba med å forbetre undervisning i høgare utdanning.

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Transformations in Tertiary Education

2019

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Social capital refers to the benefits that accrue from social connections and networks. Most frequently linked with the work of Bourdieu and Putnam, the concept has found expression in the disciplines of sociology, political science and economics. In this chapter we explore the application of social capital to tertiary education practices. Specifically we examine the ways in which bonding, bridging and linking social capital can be applied to the common academic practices of student peer mentoring and staff peer observation of teaching. Findings from a range of studies show that the explicit development of trust, reciprocity, information sharing and cooperation in student and staff networks can improve learning experiences and enhance belonging. A social capital analysis of these partnerships suggests that investing in these types of partnerships amongst students and staff offers scalable, sustainable and costeffective opportunities to strengthen tertiary education.

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Peer review of teaching: What features matter? A case study within STEM faculties

Cited by 20 publications

References 24 publications

‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program

‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program

Fagfellevurdert undervisning og kollegarettleiing i høgare utdanning. Frå modell til gjennomføring

Transformations in Tertiary Education

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