1. Peer Review of Teaching (PRT) and Scholarship SRHE Conference 18 December 2003 Richard Blackwell

2. ‘Peer review’ External Examining (UK) Refereeing Research and Teaching Assessment (UK) POT (USA, UK, Australia) Peer Mentoring (UK & USA) Teaching Circles (USA mainly) Course Development and Review (USA) ‘Course Portfolios’ (USA)

3. In UK PRT usually means POT Pairs, triads, circles in depts (most HEIs) Educational Developer led (initial training in UK and Australia) External Inspection of HEIs HMI & then TQA in 1990s QAA Audit no longer requires it (but..) CIF for HE in FE

4. Models of POT Assessor (for rewards) e.g. performance pay Quality Evaluator e.g. TQA, OFSTED Development e.g. S/ed developer in initial training Peer e.g. Dept colleagues Developed from Gosling [2002]

5. PRT in USA AAHE PRT Project 1994-98 5 HEI based project (2001- ) Fellowship – 1yr Course design, teaching practices, student understandings Essays, other interactions (e.g. POT) Reflective ‘Course Portfolio’

6. PRT benefits ‘Making Learning Visible’ 24 March UNL Exposes intellectual work underlying curriculum development and teaching Holistic learning approach Formative peer processes External review & summative outcome

7. Is this Scholarship? Goals, preparation, appropriate methods Significant results, effective presentation Reflective critique (Glassick) Reworking and redefinition of knowledge Based on and tested by logic, evidence and demonstrability to a wider public (Kogan) ‘Scholarly teaching’: content R informed AND T informed by pedagogical knowledge.

8. POT and Scholarship Reflection on teaching practice Evidence of benefits to teachers Public discussion of teaching Rewards & public re-assured about ‘quality’ Performance and practice oriented Scholarly teaching not ‘scholarship’? Connected to pedagogical literature? Student learning benefits?

9. Further Information www.seda.ac.uk www.ltsn.ac.uk/genericcentre/ > projects > peer observation of teaching (includes web/bibliography) www.aahe.org/teaching/peer_review.htm www.unl.edu/peerrev r.blackwell@hefce.ac.uk [In a personal capacity. The views expressed are those of the author and do not necessarily reflect those of his current or past employers].