What's so Important about Peer Review of Teaching Portfolio Components? An Exploratory Analysis of Peer-Review Episodes within ETPP. Research Brief

Autor/inn/en	Turns, Jennifer; Yellin, Jessica; Huang, Yi-Min; Gygi, Kathleen
Institution	University of Washington, Center for the Advancement of Engineering Education (CAEE)
Titel	What's so Important about Peer Review of Teaching Portfolio Components? An Exploratory Analysis of Peer-Review Episodes within ETPP. Research Brief
Quelle	(2007), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Portfolios (Background Materials); Engineering Education; Peer Evaluation; Educational Philosophy; Teaching Skills; Knowledge Base for Teaching; Graduate Students + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ingenieurausbildung; Bildungsphilosophie; Erziehungsphilosophie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Understanding and promoting effective teaching are central concerns of the engineering education community. This paper reports on research to investigate the processes by which construction of teaching portfolios in a socially supportive context can promote the advancement of teaching knowledge and ability. By characterizing how a specific intervention can advance teaching knowledge and effectiveness, findings and ideas are generated that can help others engaged in the same goal. This study looked at the CAEE Engineering Teaching Portfolio Program (ETPP) as a learning event--how the individual and social processes associated with building a teaching portfolio could lead to advancement of teaching knowledge and ability. Participants in the ETPP prepared a teaching portfolio consisting of a teaching philosophy, two to five annotated artifacts, and a diversity statement. Peer review--defined as reciprocal evaluation of written products--was originally conceived as a core element of the program and makes up about half of each ETPP session. Evidence suggests that the peer review periods may be important from the perspective of both learning and other participant outcomes. This and other indicators identified the peer review activities as one of the most important elements of the ETPP. Developing a greater understanding of what is going on during these periods provides insights to programs that create approaches to improve teaching. (ERIC).
Anmerkungen	Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr. washington.edu; Web site: http://www.engr.washington.edu/caee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10