Startseite Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education
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Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education

  • Diana R. Mager EMAIL logo , Meredith W. Kazer , Jaclyn Conelius , Joyce Shea , Doris T. Lippman , Roben Torosyan und Kathryn Nantz
Veröffentlicht/Copyright: 6. Juni 2014

Abstract

For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other’s teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.

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Published Online: 2014-6-6
Published in Print: 2014-1-1

©2014 by De Gruyter

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Heruntergeladen am 18.9.2025 von https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2013-0019/html
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