Concurrent Session: 75-minute roundtable discussion
Simon Bates, University of British Columbia; Isabeau Iqbal, University of British Columbia
Summative peer review of teaching (SPRT) is used in many higher education institutions. Unfortunately, the evaluative "power" of SPRT for making high-stakes career decisions can be limited due to lack of meaningful criteria and faculty resistance (Chism, 2008). To address this situation, our teaching and learning centre engaged in a collaborative culture-change initiative to develop a rubric for SPRT that would serve the University-wide committee with responsibility for final recommendation on matters of promotion and tenure. In this session, we discuss our collaborative process, debrief challenges and how we addressed and/or anticipated these, and share the SPRT rubric.
Topics: Assessment, Faculty Professional Development
Audience: Administrators, All POD members