Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching

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  • Author(s): Simha, Rahul; Teodorescu, Raluca
  • Language:
    English
  • Source:
    International Journal for the Scholarship of Teaching and Learning. Jan 2017 11(1).
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: [email protected]; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
    • Peer Reviewed:
      Y
    • Source:
      6
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1347516
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Peer Evaluation; Instructional Innovation; College Faculty; College Instruction; Case Studies; Recognition (Achievement); Feedback (Response); Faculty Development; Tenure; Faculty Promotion
    • Subject Terms:
      District of Columbia
    • ISSN:
      1931-4744
    • Abstract:
      In an academic world driven by student ratings and publication counts, faculty members are discouraged from exploring new pedagogical ideas because exploration takes time and often goes unrecognized. The contrast with research is striking: everyone is expected to explore and innovate in research, whereas very few make exploration in teaching their norm. This paper presents a case study illustrating a program, the "Peer-Reviewed Exploration in Teaching" (PRET) program, designed to encourage and recognize faculty when they implement teaching innovations. The program provides feedback during all stages of a teaching innovation, including outside-classroom activities, and incorporates a rigorous peer review process so that successive such PRETs can accumulate into a record for tenure and promotion. The paper describes the program's rationale, initial implementation, and lessons learned. Perhaps one of the most interesting lessons is that faculty explorations often go beyond a standard inventory of active learning techniques when they are encouraged and supported to explore.
    • Abstract:
      As Provided
    • Number of References:
      36
    • Publication Date:
      2017
    • Accession Number:
      EJ1136114