Faculty peer review of teaching taskforce: A quantitative descriptive research study for the peer review process

Area of Science:

• Nursing Education
• Faculty Development
• Pedagogy

Background:

• Peer review of teaching enhances faculty confidence and encourages discussion about teaching practices.
• It improves both the faculty and student experience by increasing awareness of learning and promoting reflection on teaching.

Purpose of the Study:

• To detail the creation of a peer review of teaching process within a school of nursing.
• Development guided by the Faculty Peer Review of Teaching Taskforce.

Main Methods:

• Utilized the Design for Six Sigma (DMADV) methodology: Define, Measure, Analyze, Design, Verify.
• Established a taskforce, reviewed literature on best practices, examined peer institutions, and surveyed faculty on teaching qualities and peer review.
• Survey response rate was 39.7% (27 of 68 faculty).

Main Results:

• Literature review identified key themes: post-observation discussions and systematic pairing of peer reviewers.
• Practices varied significantly across institutions, ranging from structured to informal.
• Faculty strongly supported required peer review by experienced educators to uphold teaching quality.

Conclusions:

• Faculty expressed strong support for implementing a peer review of teaching process.
• The developed process can serve as a model for other higher education institutions to ensure teaching excellence amidst increasing demands.
• Aims to enhance both faculty and student experiences in nursing education.