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 The Graduate School, where he leads Duke’s portfolio of academic development programs for graduate students. He directs the Certificate in College Teaching (~500 participants annually) and the Preparing Future Faculty program, and oversees research-ethics and TA-training initiatives serving 3,800+ graduate students. His work emphasizes inclusive teaching, digital pedagogy, and peer-learning communities.
Hugh leads Duke’s Advance HE Fellowship pathway and is completing Senior Fellowship (SFHEA). His scholarship focuses on peer observation, graduate-teaching development, and interdisciplinary pedagogy. He has served as a Fulbright reviewer and elected member of the POD Network Board of Directors, and has collaborated with institutions across North America, Europe, and South America.
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