Lessons from Graduate Student Instructors on the Peer Review of Teaching.
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2009-05-01
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Abstract
In this qualitative study, we examined a pilot program for graduate student instructors (GSIs) in a peer review of teaching program at Duke University, a medium-sized research university. We noted key elements that participants identified from their experience that may be distinct from models of peer teaching review developed for faculty. These elements include factors that contribute to critical self reflection, such as interdisciplinarity and opportunities to both observe and be observed; modification of specific teaching behaviors; recognition of different teaching models within the discipline; and practical logistical suggestions for developing peer observation and feedback programs for GSIs.
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Scholars@Duke
Hugh Crumley
Hugh Crumley is Assistant Dean for Academic Affairs in Duke University’s Graduate School, where he leads academic development programs supporting graduate student teaching. He founded and directs the Certificate in College Teaching (~500 participants annually) and the Preparing Future Faculty program, and oversees research ethics and teaching assistant training serving more than 3,800 graduate students. His work focuses on inclusive teaching, digital pedagogy, and peer learning communities.
His scholarship examines peer observation, graduate teaching development, and interdisciplinary pedagogy. He has served as a Fulbright reviewer and as an elected member of the POD Network Board of Directors. He is a Senior Fellow of Advance HE (SFHEA).
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