Lessons from Graduate Student Instructors on the Peer Review of Teaching.

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.