A collection of program descriptions and case studies in college faculty peer collaboration and peer review includes: "Setting a Scholarly Tone: Teaching Circles in the History Department at Kent State University"; "Fostering Collective Responsibility for Student Learning: Teaching Seminars in the University of North Carolina at Charlotte Mathematics Department"; "Learning Together: An Online Faculty Conversation about Online Student Conversation at Rio Hondo College"; "Reciprocal Classroom Visits: An Experiment in the Temple University History Department"; "The Teacher Observation/Peer Support (TOPS) Program at California State University-Dominguez Hills"; "The Featured Faculty Program at Eastern Michigan University"; "A New Faculty Mentoring Program in the Stanford English Department"; "The Faculty Tutorial Program at Saint Olaf College"; "The Issue of Supply: Fostering Senior Faculty Leadership at the College of Saint Catherine"; "Interviewing Each Other's Students in the Legal Studies Program at the University of Georgia"; "Classroom Assessment as a Context for Faculty Conversation and Collaboration at California State University-Long Beach"; "Making Students More Active Agents in Their Learning: TQM in the Syracuse University School of Business"; "Inventing a New Genre: The Course Portfolio at the University of Wisconsin-La Crosse"; "Developing a Course Portfolio in Math: A Report from the University of Nebraska-Lincoln"; "Teaching Teams in the Math Department at the University of Nebraska-Lincoln"; "A Team Approach to Course Design and Teaching in an Integrated Arts and Humanities Course at Alverno College"; "Coordinated Studies: A Model for Faculty Collaboration and Team Teaching in a Consortium of Washington Campuses"; "Team Teaching about Teaching in the Disciplines: The Pedagogy Seminar at Millersville University"; "Collaborative Inquiry in the Teaching of Writing Theory and Practice at the University of Nebraska-Lincoln"; "Collaborative Inquiry in an Early Childhood Education Course at the University of Wyoming"; "A Collaborative, Comparative Study of Student Learning in Chemistry at the University of Wisconsin-Madison"; "The Pedagogical Colloquium: Focusing on Teaching in the Hiring Process in the Stanford University History Department"; "A Professional Development Program for Graduate Students: Fostering Collaboration in the Writing Program at Northern Arizona University"; "The Departmental Teaching Library: A Mathematics Course File at the University of North Carolina at Charlotte"; "External Peer Review of Teaching: A New Effort in the Chemistry Department at IUPUI"; and "Piloting Long Distance Interviews with Students as a Potential Component of the External Peer Review of Teaching." (Some reports contain references.) (MSE)