Dept. protocol or process Guidelines for review of course materials

1. Peer Evaluation of Teaching (PET)Dept. of Apparel, Interiors, Housing & MerchandisingOregon State University • Dept. protocol or process • Guidelines for review of course materials • Guidelines for classroom observation • PET Evaluation

2. Dept. Protocol for PET • Identification of faculty members to be evaluated in a given year • Tenure-track faculty in years 2-5 • Faculty scheduled for post-tenure review • Faculty planning to go up for promotion in the next 2 to 3 years • Dept. Chair designates PET team members and chair of PET team • PET team meets with instructor at the beginning of the academic year to: • Determine which courses will be evaluated during the year • gradate/undergrad., studio/lecture/lab • Determine number of courses to be evaluated • maximum of two per year • Explain the Dept. policies and process for PET

3. Dept. Protocol for PET (cont.) • PET team meets with instructor at beginning of the term to: • Discuss purpose of the course • Content in relation to overall curriculum (prerequisites) • Diversity of students served, average enrollment • Learning objectives/outcomes • Instructor’s teaching approach/philosophy • Basis for evaluation of student learning • Exchange course materials • text/readings, syllabus, exams, assignment guidelines, etc. • Determine dates for classroom observation of teaching • Minimum of two classroom visits

4. Review of Teaching Materialsbased on Dept. developed guidelines for evaluation • Course outline/syllabus • Examples of evaluation criteria: • Completeness • Appropriateness of content • Currency of content • Level of challenge • Evaluation of student performance/learning • Text(s) and/or readings • Copies of directions for projects/assignments and evaluation criteria • Course handouts • Exams or quizzes • Examples of student work

5. Observation of Classroom Teachingbased on Dept. developed guidelines for evaluation • Instructor organization • Presentation skills • Instructional strategies • Content knowledge • Clarity of presentation • Rapport with students

6. PET Evaluation • Written PET team qualitative evaluation includes: • Description of process followed • Course context • Evaluation of course materials and observations of classroom teaching • Written evaluation signed by all PET team members • Copy submitted to Dept. Chair, becomes part of the instructor’s personnel file • Copy given to the instructor and team meets with the instructor to discuss the evaluation • For P & T dossier, the PET team chair reviews all previous evaluations and writes a summary evaluation

7. Peer Review of Teaching Process • Benefits: • Both instructor and reviewer learn from the review process • Prompts one to reflect on the teaching/learning process and curriculum • Can build supportive relationships • Can generate alternatives to address teaching/learning challenges • Challenges: • Requires substantial time commitment • Some faculty members may feel threatened • Teaching is a complex process; difficult to evaluate • Making the review fair, evaluative, and helpful