Peer Review of Teaching

Information Sources for Reviewing Teaching

Peer review of teaching is a key strategy for robust assessment of teaching and learning at the University of Minnesota. Below is a checklist of potential information sources for peer review of teaching. These sources are similar to those provided in an appendix to the University’s policy on Evaluation of Teaching but have a new arrangement. We have listed seven examples of instruments to be either downloaded or modified for use by reviewers.

Instructors can assemble and maintain documentation in a portfolio format such as the Advising and Teaching Portfolio that can be generated in Works.

Instructional Responsibilities

  • Courses taught
  • Guest presentations 
  • Number and Type of Trainees (e.g., residents, post-docs)
  • Interdisciplinary/team teaching opportunities
  • One-to-one teaching responsibilities (e.g., independent studies, UROP)
  • Service on teaching/curriculum committees
  • Undergraduate, professional, and graduate advising

Feedback, Analyses, and Improvement of Instruction

  • Classroom observations (see sample instruments below)
  • Student ratings of teaching
  • Self-evaluations of teaching
  • Teaching awards received
  • Teaching statement/philosophy
  • Participation in professional development activities (e.g., workshops, conferences attended)
  • Scholarship on teaching and learning (e.g., texts, manuals, publications, presentations)
  • Innovative approaches to teaching
  • New courses or curricula developed
  • Redesigns of existing courses
  • Letters from current or former students (if applicable)

Artifacts of Teaching

  • Course site
  • Instructional materials (e.g., syllabi, handouts, exams/quizzes, project materials, study guides)
  • Student work samples

Instruments for Conducting Peer Review

Evaluating Teaching: Establishing a System of Peer Review