Faculty Members’ Experiences Receiving Feedback in Summative Peer Reviews of Teaching

• In Event: Poster Session 1
  In Poster Session: Faculty, Curriculum, and Teaching

Abstract

This paper presents findings from a qualitative study on faculty members’ experiences receiving feedback following summative peer reviews of their classroom teaching. Study findings indicate that the majority of participants had received minimal (or no) feedback. When feedback had been received, most academics did not think it contributed meaningfully to their professional growth as teachers. Participants identified the reviewers’ lack of pedagogical expertise as one of the main barriers to receiving quality feedback. This study suggests that the inclusion of quality feedback in peer reviews would contribute to academics’ growth and learning. It also highlights the fact that the existence of an official University document on summative peer review is insufficient for fostering good practice.

Author

• Isabeau Anisa Iqbal, The University of British Columbia