Faculty Mentoring: Using a Faculty-Led Peer Review Process to Improve Performance

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This article describes a faculty-led peer review of teaching (PROT) program at Bon Secours Memorial College of Nursing (BSMCON). This program is proven to be an effective formative tool for faculty to improve their teaching. Faculty who teach in higher education are summatively evaluated using several methods, with administrators placing much focus on student evaluations of courses and faculty members (Klopper & Drew, 2015). Relying on students’ end-of-course assessments to gauge faculty members’ teaching can be challenging due to low response rates, extreme responses, and survey fatigue. Research recognizes the need for PROT as integral for higher education faculty (Blauvelt et al., 2012; Sullivan et al., 2012; Teoh et al., 2016). Peer review can provide valuable information regarding teaching competencies for novice faculty members and supervisory academic leaders.

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