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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Say yes to peer review: a collaborative approach to faculty development
Margaret J Blauvelt1, Cheryl L Erickson, Nancy C Davenport
1Department of Nursing, University of Saint Francis, Fort Wayne, IN 16808, USA. mblauvelt@sf.edu
Abstract:
Student evaluations are relied on heavily to provide feedback for teaching improvement and professional growth. However, their use as the primary source of performance feedback may be limiting. To add another dimension to faculty evaluation, a peer-review process for both clinical and didactic teaching was implemented. The authors describe the initiation and development of a peer-review process as a means to ensure comprehensive and multidimensional evaluation.
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