ERIC Number: ED406955
Record Type: RIE
Publication Date: 1996
Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. AAHE Teaching Initiative.
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)
Descriptors: Business Administration Education, Case Studies, Chemistry, Classroom Observation Techniques, College Faculty, College Instruction, Computer Oriented Programs, Early Childhood Education, English, Faculty Development, Faculty Evaluation, Graduate Students, Higher Education, History Instruction, Humanities, Intercollegiate Cooperation, Interdisciplinary Approach, Law Related Education, Mathematics Instruction, Mentors, Peer Evaluation, Peer Relationship, Portfolios (Background Materials), Professional Recognition, Science Instruction, Student Evaluation of Teacher Performance, Teacher Qualifications, Team Teaching, Total Quality Management, Writing Instruction
American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($22 members; $25 nonmembers).
Publication Type: Collected Works - General; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: American Association for Higher Education, Washington, DC.
Grant or Contract Numbers: N/A