Explicitly intended to help faculty conceptualize how their teaching and the student learning that results can be made visible, this book offers a model of peer review to document, assess, reflect on, and improve teaching and student learning through the use of a course portfolio. It provides a rationale for treating teaching as intellectual work, accompanied by a rich collection of materials course portfolios, reviewers′ comments, and portfolio authors′ reflections drawn from more than 200 professors in various disciplines and institutions that faculty can use to develop their own models for peer review of teaching.
1. Making Teaching and Learning Visible.
2. Capturing the Intellectual Work of Teaching: The Benchmark Portfolio.
3. The Benchmark Portfolio: Five Examples.
4. Inquiring Into Specific Aspects of Teaching: The Inquiry Portfolio.
5. Soliciting and Writing External reviews for course Portfolios.
6. Using Course Portfolios to Foster Campus Collaboration.
7. Creating a Campus Community for the Peer Review of Teaching.
8. Addressing Larger Issues in Peer Review.
AMY NELSON BURNETT is professor of history at the University of Nebraska–Lincoln (UNL), She received her Ph.D. in early modern history from the University of Wisconsin–Madison in 1989. Since 2002, she has co–coordinated UNL s Peer review of Teaching Project. She is the author of Teaching the Reformation: Ministers and their Message in Basel, 1529–1629 (Oxford University Press, 2006) and The Yoke of Christ: Martin Bucer and Christian Discipline (Truman State University Press, 1994), as well as numerous articles and essays on the Protestant Reformation in South Germany and Switzerland. She is the recipient of a research fellowship from the Alexander von Humboldt Foundation and has taught at the University of Hannover in Germany. In 1999, she received a College of Arts and Sciences Distinguished Teaching Award.
AMY GOODBURN is associate dean of the College of Arts and Sciences and associate professor of English and women s studies at the University of Nebraska–Lincoln (UNL), where she teaches courses in writing, rhetoric, and literacy studies. Since 2001, she has co–coordinated UNL s Peer Review of Teaching Project. Her research focuses on ethnographic and teacher research, multicultural pedagogies, and curriculum development. Her recent edited, multicultural pedagogies, and curriculum development. Her recent edited collection is Composition, Pedagogy, and the Scholarship of Teaching (Boynton/Cook, 2002). Her contributions to teaching have been recognized by a College of Arts and Sciences Distinguished Teaching Award, UNL s Scholarly Teaching Award, and induction into UNL s Academy of Distinguished Teachers.
PAUL SAVORY is professor in the Department of Industrial and Management Systems Engineering at the University of Nebraska–Lincoln (UNL). He earned his Ph.D. from Arizona State University in 1993. His teaching and research interests include engineering education, discrete–event computer simulation, engineering management, statistics, and operations research. Since 2000, he has co–coordinated UNL s Peer review of Teaching Project. He has received numerous department, college, and university awards for his teaching effectiveness with the most recent being the 2004 Hollings Family master Teacher Award for the College of Engineering. In 2003, he was inducted into the UNL Academy of Distinguished teachers.