At the University of Northern British Columbia, we are dedicated to fostering teaching excellence and supporting our teaching community. In line with this commitment, the Center for Teaching, Learning, and Technology (CTLT) offers a peer review of teaching processes to help instructors enhance their teaching practices.
When it comes to reviewing teaching, there are two main goals:
- Encouraging personal growth and improvement in teaching (formative review)
- Providing informed and collegial assessments of teaching quality for important decisions like tenure, continuing positions, and promotions (summative review).
Peer review of teaching is an integral part of our comprehensive approach to teaching evaluation. It involves colleagues assessing each other's teaching based on evidence and insights.
Research demonstrates that when thoughtfully designed and implemented,畝 peer review teaching system may increase the value of teaching- in the academic unit and promote the development of instructors teaching practice (Chism, 2012).
The scholarly peer review of teaching provided here may offers a powerful means for promoting teaching development, enhancing the quality of teaching, and supporting the development of student learning. It can also help create an environment where teaching and instructors thrive in the service of student learning.
Foundational principles for peer review of teaching include:
- Define effective teaching within your context (i.e., discipline and/or department)
- Determine the purpose: formative or summative
- Ensure validity and reliability via a confluence of evidence gathered using a range of sources, multiple methods, and sustained period.
*Acknowledgement: We are grateful for the work of UBCs teaching and learning community for providing peer review support material through a creative commons license which can be reviewed at
At the University of Northern British Columbia, we are dedicated to fostering teaching excellence and supporting our teaching community. In line with this commitment, the Center for Teaching, Learning, and Technology (CTLT) offers a peer review of teaching processes to help instructors enhance their teaching practices.
When it comes to reviewing teaching, there are two main goals:
- Encouraging personal growth and improvement in teaching (formative review)
- Providing informed and collegial assessments of teaching quality for important decisions like tenure, continuing positions, and promotions (summative review).
Peer review of teaching is an integral part of our comprehensive approach to teaching evaluation. It involves colleagues assessing each other's teaching based on evidence and insights.
Foundational principles for peer review of teaching include:
- Define effective teaching within your context (i.e., discipline and/or department)
- Determine the purpose: formative or summative
- Ensure validity and reliability via a confluence of evidence gathered using a range of sources, multiple methods, and sustained period.
For a list of 蹤獲扞⑹ peer reviewers, please click here (link coming soon).
To review peer review templates and other resources, please click here (link coming soon).
*Acknowledgement: We are grateful for the work of UBCs teaching and learning community for providing peer review support material through a creative commons license which can be reviewed at
Peer Review of Teaching (PRT) at CTLT
The Centre for Teaching, Learning, and Technology (CTLT) at 蹤獲扞⑹ is committed to enhancing the quality of teaching through the Peer Review of Teaching (PRT) process. Serving as a "clearinghouse" for PRT requests, the CTLT ensures a streamlined and efficient process for faculty members seeking peer evaluations. To initiate a PRT, faculty members simply contact the CTLT, which then pairs them with a trained PRT faculty member suited to their specific needs.
The quality assurance of each PRT process is meticulously vetted by the CTLT Director and team, ensuring that the highest standards are maintained. In addition to pairing and quality assurance, the CTLT recognizes the need for ongoing professional development for existing PRT faculty facilitators to continually enhance their skills and effectiveness in peer reviews. Further professional development opportunities will be available to meet faculty needs. Please keep an eye out on the Announce email listserv for updates and information on upcoming sessions. This dedication to continuous improvement underscores our commitment to supporting faculty in their teaching excellence.
賊梗措勳梗滄梗娶莽&紳莉莽梯;
The peer reviewers listed on this page are available to conduct confidential peer reviews of your teaching. We thank them for their service and contributions!
All peer reviewers below have completed a workshop: "Developing Your Skills as a Peer Reviewer.胼胼胼
How to request a peer review:
- Read over the reviewer biographies and select 1-2 reviewers you feel might be a good match for you.
- Email the reviewer(s) with a brief description of your request and query about their availability.
- Requests may indicate type of peer review (formative or summative); number and type of courses to be reviewed, and a key focus for feedback (e.g., assignments, teaching materials, online course structure, etc.).
- Indicate the potential time range of when you would prefer the peer review.
- Ask questions you might have of the process.
- Provide your contact information.