Why Are Chemists and Other Scientists Afraid of the Peer Review of Teaching?

James W. Taylor
Department of Chemistry, University of Wisconsin-Madison, Madison, WI 53706-1396
Charles H. Atwood
Department of Chemistry, University of Georgia, Athens, GA 30602
Pat A. Hutchings
The Carnegie Foundation for the Advancement of Teaching, 555 Middlefield Rd., Menlo Park, CA 94025
J. Chem. Educ., 2000, 77 (2), p 239
DOI: 10.1021/ed077p239
Publication Date (Web): February 1, 2000

Abstract

This paper presents a series of arguments that teaching should be subjected to the similar review standards that chemical research employs. Through peer review, the hope is to elevate the status of teaching in academe. The paper also describes a national effort through the American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching to establish a peer-review process appropriate for teaching. Finally, an examination of some of the perceived barriers to peer review, including fear, is detailed.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Learning Theories
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History

  • Received: August 03, 2009

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