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.
Character (Still) Counts: Moral Injury and the Case for Character Education
Many academic leaders remember the Character Counts! initiative from the 1990s and early 2000s. It was visible in schools and youth programs nationwide, emphasizing as core values the Six Pillars
Teresa Maggard Stephens
June 15, 2026
