Notify Faculty Staff and Student Liaison team (SSLT) that you will be undertaking a review by emailing email@example.com so that you can be allocated $25 to your Flexi Account on your staff card to go towards covering the cost of coffee or lunch meetings with your peer. Note: You will need to tell the food and beverage staff to access the Flexi Account
Organise to meet with your reviewer prior to the observation to establish focus of the review and the logistics. You will need to have read the 9 Dimensions of Teaching (pdf) prior to this meeting. Complete the Information for Faculty form (Google Form).
After the peer observation organise to meet with your reviewer who will provide feedback - guided by the Peer Review Report Template (doc). Note that the written report the reviewer provides you does not need to follow this format and does not need to include the checkboxes.
1. You can select a colleague that you would like to undertake the Peer Review of Teaching yourself. Send the name of this person to firstname.lastname@example.org and the Faculty Student and Staff Liaison team will follow up on your request. Note that the Faculty team may suggest an alternative peer reviewer.
2. You can send a request to email@example.com. A faculty team member will suggest a possible reviewer for your consideration.
3. If you would like to also include an educational designer in the review again email firstname.lastname@example.org and an educational designer will be organised to be part of the process for you.
Ideally the relationship between reviewee and reviewer is that of equals willing to learn from each other. It is hoped that the reviewer will then be happy for the reviewee to reciprocate by reviewing the reviewer's teaching. Even if your colleague is not inclined to undertake a formal reciprocal process (i.e., they do not wish to receive feedback on their teaching from you), ask if you could, at very least, sit in on one of their classes. Staff who have undertaken peer review almost universally comment that the experience of observing a colleague teach can be just as, if not even more, beneficial as receiving feedback on your own teaching. Observing a teaching session is effective in helping your reflect on what you do yourself as well as providing ideas for teaching strategies you may like to try.
Including an Educational Designer in the peer review process can enrich the conversation and potentially provide insights into teaching approaches drawn from a broad spectrum of disciplines that your peer may not have experienced.
If you would like to request an Educational Designer to be part of the Faculty of Science Peer Review process the Faculty Student and Staff Liaison team will submit a Division of Student Learning Service Request for this support.
The first stage of the review process involves the reviewer and reviewee meeting to clearly identify the focus and details of the review. You will need to organise a pre-observation meeting with your reviewer.
The reviewer and reviewee must have read the 9 Dimensions of Teaching (pdf) prior to the meeting as this will underpin the planning that will take place in the pre-observation meeting.
Agreements made at pre-observation meetings or discussions should be abided by during the observation.