The new edition of this bestselling book builds on the author’s extensive administrative and consulting experience as well as scholarship on faculty rewards. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation. Like the first edition of Peer Review of Teaching, this new edition is offered in the hope that providing examples and suggestions will not reduce the important work of peer review to mere forms or rigid procedures, but will empower faculty to articulate criteria and standards, perform the reviews systematically and thoughtfully, and realize that engaging in peer review is an approachable and worthwhile professional task. Updated to reflect the emphasis on student learning as the ultimate goal of college teaching, it incorporates new ideas and references from the literature. The most notable change in this edition is a discussion of peer review within special contexts for teaching, such as clinics, studios, and practice settings. The turn to active engagement in learning has also led to increased use of problem-based learning, the case study method, and other approaches that traditional forms for peer review do not address. Similarly, the explosion of the use of instructional technology calls for an articulation of new approaches to evaluating web-based instruction.

Contributions by: Grady W. Chism
Foreword by: W. J. McKeachie