Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop – Sept 5, 2018

Event Date & Time

Event Description

This workshop is ONLY for reviewers and reviewees (people whose teaching is being revieweed) involved in the Department of Asian Studies Peer Review of Teaching Program. We welcome all reviewers and candidates of THIS DEPARTMENT to join!

Event description:

The formative peer review of teaching (PRT) is a process designed to provide feedback to instructors about their teaching.  It is an opportunity for all involved to engage in collegial conversations about teaching and student learning.  For the past few years, the Department of Asian Studies has implemented a unique PRT program for lecturers.

Please join us for this experiential workshop suitable for reviewers and reviewees in the peer review of teaching.  The peer review of teaching process introduced in this workshop is intended primarily as a form of formative (and developmental) feedback.

 By the end of this workshop, participants will be able to:

• Describe the peer review of teaching process in the Department of Asian Studies
• Provide constructive feedback for the person being reviewed
• Conduct appropriate pre- and post-observation meetings
• Respond to various peer review situations

Please note that there will be approximately 20-30 minutes of pre-work to do on your own prior to the workshop (details will be sent approximately 5 days in advance).   

Facilitator:

Isabeau Iqbal, PhD: Isabeau is the CTLT coordinator for the Department of Asian Studies’ Peer Review of Teaching Program for Lecturers.  In that capacity, she works with Drs. King, Chau and Qian to implement and advance the program.

At CTLT, Isabeau is involved with various formative peer review of teaching initiatives, consults with instructors on teaching and learning matters, and facilitates processes and workshops designed to improve teaching and student learning in higher education. In addition, Isabeau conducts Small Group Instructional Feedback and works with instructors who are developing their teaching portfolios.