The Department of Asian Studies is committed to providing students an exemplary learning experience. A key aspect of our success lies in ensuring that all teaching faculty strive consistently to upgrade their content knowledge and pedagogical skills. In order to help institutionalize collaborative support for enriching teaching we have implemented a Peer Review of Teaching Program, consisting of Formative Teaching Consultations and Summative Peer Reviews of Teaching.
Formative Teaching Consultations
Two reviewers (same appointment level or higher and/or a discipline specific expert): one internal to the Department and one external to the Department.
- The peer reviewers and reviewee meet to set goals for the formative teaching consultation process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.
- Discuss “Formative Teaching Consultation Report”. Download here (Word).
- External and internal reviewers visit a class and observe instructor.
Post-observation (reviewers only)
- Reviewers meet to discuss the classroom observation and the report.
- The peer reviewers will have prepared a written report based on the observation and the reviewee’s particular goals, using the Formative Teaching Consultation Report.
- The reviewee and peer reviewer meet to discuss the classroom observation and the peer reviewers’ report.
- The peer reviewer team may revise the report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Summative Peer Review of Teaching
(For evaluation purposes)
There are two reviewers involved in the process:
- External language instructor (from another department)
- Program director from the Department of Asian Studies (who speaks the language that the reviewee is teaching)
- Both reviewers meet with the candidate to discuss the process (see checklists for details).
- Discuss how the following forms will be used:
- Observation. The reviewers will use the above forms (Summative peer review of teaching report) as a review instrument.
Post-observation meeting (reviewers only)
External and internal reviewers meet to discuss the review and begin to craft the report.
- Reviewers meet with the candidate and all debrief the observation. They share the report with the reviewee.
- See checklist for details.
More about the Process
- The process involves a cycle of two formative teaching reviews leading up to one summative review within a 1.5 year period.
- Reviewees are selected and receive an invitation email from the CTLT peer review of teaching (PRT) coordinator. They are connected with the reviewers.
- Details of the peer review process will be worked out between the reviewer and the reviewee. Please consult the checklists for details, and the “Peer review of teaching report – 12 month lecturer” (summative or formative, as appropriate).
- The formative teaching consultations are open to anyone interested in improving their teaching practice. All lecturers in the Asian Studies department who are interested in participating in the peer review of teaching for professional growth may contact the peer review of teaching coordinator at CTLT (firstname.lastname@example.org)
- Specific faculty/department processes may differ. The overview above is specific to the Department of Asian Studies.
Monica Liscio Gordon
In the last twenty years, I have been teaching and coordinating first and second year Italian language and culture courses; I have funded and coordinated the Italian program for UBC Continuing Studies and trained its instructors; developed new courses and programs and successfully obtained TLEF grants. Apart from teaching I also have more than 10-year’s experience as manager of professional development programs for faculty members and of educational leadership initiatives (i. e., UBC Academic Leadership Development Program; Institutes, etc.). I have developed and facilitated more than 100 teaching and learning workshops and seminars and peer reviewed and mentored several fellow colleagues.
I am available to participate in peer review activities related to syllabus/course design, classroom teaching and evaluation methods and use of innovative strategies and techniques.
Before I came to UBC, I taught tertiary-level language and literature courses in China and the United States for many years. In my teaching practice, I developed a great interest in language pedagogy. I experimented with the situational approach and the communicative approach and achieved satisfactory results. Since 1998, I have been teaching a variety of Chinese language and literature courses here at UBC. I believe that language teaching is a dynamic interplay between teaching and learning, and the language instructor’s role is to ensure that teaching can bring about learning, and students’ learning can result in their acquisition of the abilities in listening, speaking, reading and writing.
I have taught over the last two decades a variety of courses to students with different backgrounds. I began my teaching career after I received my formal training in Teaching of Japanese as a Foreign Language and specializing in Japanese Language and Education. When I was teaching at a college in North America, I developed new courses and learning outcomes designed to meet the language needs of international students.
I utilize the communicative approach in my courses. I plan my lessons with realistic objectives and include several inter-related, student-centered activities that allow students to develop their language skills.
I look forward to learning new ideas from my colleagues — both reviewers and reviewees.
My teaching duties in the Department of Central, Eastern and Northern European Studies include all levels of German language instruction as well as courses on the cultures and literatures of Central and Eastern Europe. My current portfolio features lectures on German Cinema, the cultural history of Ukraine, and ‘Words and Music in German Literature.’ I serve as a peer reviewer for both the Department of Asian Studies and the Department of French, Hispanic and Italian Studies. As an educational leader, I am particularly interested in effective ways to engage ever larger groups of students in our classrooms.
I have had a long and varied career in undergraduate teaching and design of coursework. I began my teaching career as the director of Study Abroad programs in Indonesia and India, developing courses on the history, anthropology and languages of South and Southeast Asia and specializing in the teaching of the Indonesian, Sanskrit and Old Javanese languages. I have taught these languages at universities and study abroad programs in Australia, Indonesia, Germany the United States and Canada. I emphasize contextual learning in my language courses and seek ways to increase communicational competence, which can be valuable even for languages like Sanskrit that are only recently being taught again as languages with a spoken variety. In my survey courses on the cultural history, languages and literatures of South and Southeast Asia I seek to provide students with larger perspectives that they can use to understand the historical and cultural contexts that inform today’s world.
In a teaching career of almost thirty years, I have taught English literature and language, as well as English as an Additional Language, to students from grade six through graduate studies. A lot of this teaching took place internationally, in Zimbabwe, Tanzania and Romania. During the last nine years, I have worked as a lecturer at UBC and SFU. I currently teach small seminar writing classes (16 students at SFU; 35 students at UBC), classes in African and Canadian literature of 45 students, and larger lecture courses in introductory literature with 150 first-year students. Over my teaching career I have supervised and mentored student teachers and currently supervise TA’s who run seminars supporting my lecture classes. In 2011, I was awarded an Ian Fairclough Prize for Excellence in Teaching. I am a dynamic teacher who believes in actively engaging students in learning and in constructing meaning for themselves.
I have taught all Japanese language courses including the distance education courses. Before I joined UBC as a Japanese language teacher, I received a formal teacher training in Japan and studied at the Department of Educational Studies, UBC. My current interest is in the productive use of the technology that helps build an interactive classroom community for better learning. I look forward to the opportunity to learn from my colleague’s teaching.
I have been teaching different levels of Japanese language courses for 17 years at UBC. Currently, I am teaching an advanced speaking and writing course and beginners’ Japanese courses. My interest is to raise my students’ awareness of pragmatic competence in both verbal and non verbal communications in real life situations. With my background of sociology, I incorporate sociological perspective in my teaching. I believe that creating a friendly community of learning enhances my students’ learning. I encourage my students to teach and help each other and learn from their peers. Participating in The Peer Review Program is a great opportunity for me to meet with and learn from great instructors.
I have a masters degree in Teaching Chinese as a Second Language and have over ten years of experience teaching students with different backgrounds and within different institutions. Having experienced various types of teaching environment has enhanced my ability to adjust my teaching method to fulfill different needs. I have taught beginners’ courses at UBC for two years to heritage and non-heritage students. As a result, I am familiar with the teaching methodology at the introductory level, especially with the complexity of a heritage classroom. I look forward to sharing my experience and learning new and effective ways of teaching methods from my colleagues.
In the last twenty years I have had the privilege of teaching school children, university students and adults in a variety of settings and different levels of proficiency. At UBC, my first and second year Italian language courses have two common macro goals: I want to nurture and expand students’ interest in Italian language and culture, and help them to feel part of the community of Italian speakers. It is very important for me to receive continuous feedback from my students and to have opportunities to discuss pedagogy and instructional choices with colleagues. I strive to create an in-class experience of stimulating, active and co-operative learning.
I teach French language, literature, and culture; and also Medieval Studies. My teaching includes smaller classes, lectures, larger language classes, and fluid mixtures hybridising these different types in response to and in collective cooperation with specific audiences and group dynamics.
I have been teaching here at UBC since 2009. Before then, I tutored peers informally (from primary school onwards), and—more seriously and formally—taught a similar range of courses at Princeton University (as a graduate student TA then as a lecturer, 2000-2007), Trinity College (Centre for Medieval and Renaissance Studies, 2007-2009), and University College Dublin (2008-2009). I use a mixture of approaches, holistically integrated, flexibly and pragmatically, hoping to act as a catalyst to student engagement and enjoyment: the Medieval sentence and solaas.
Aside from my teaching duties, I also co-ordinate FREN 101, 102, and 215; serve on our department’s TA Training Committe; and work as one of two Advisers for First- and Second-Year French.
I love learning, and I love doing so with and from students and colleagues. That is why I teach and why I volunteered to take part in Peer Reviewing.
I have a strong background in foreign language pedagogy and practices and have taught variety of courses, reflective of the different phases of a Spanish language curriculum (language, literature, culture, graduate seminars) in English and in Spanish in multiple university settings in Canada, Mexico, and the United States. The courses that I have taught typically range from 20-40 students, though I do have experience teaching larger seminars (150 students). My teaching is student-centered, communicative, and integrative and I thoroughly enjoy observing and learning from others’ teaching styles and practices. Apart from my role as a teacher here at UBC, I am also the Director of the FHIS Writing Centre, a multilingual writing centre created in 2010, and serve as faculty advisor to the UBC tandem language exchange program.
For some 15 years now, I have been teaching English literature and writing courses at all levels, including 200 to 400-level courses to classes of 45; seminar courses to classes of 12-15; introductory writing courses to classes of 35; and large-format “lectures” to classes of 150, in collaborative teaching with Graduate Teaching Assistants. I am available to participate in peer review activities related to syllabi/course design, classroom teaching, and collaborative learning methodologies in larger groups.
I have been teaching Korean at UBC since 2008. I started my teaching career as an English instructor in Korea after I received an MA in Linguistics. After I moved to the USA to pursue further study, I began teaching Korean as a graduate instructor, and found it fascinating. I try to continually reflect on my teaching and improve it to be a better teacher, and look forward to learning more from participating in the peer review process.
Over the last two decades at UBC, I have taught German from beginner to advanced levels. After years of outstanding teaching evaluations from both students and colleagues, I was awarded a Killam Teaching Prize in 2012. As the Supervisor of the Teaching Assistants in the German Language Program, I developed the criteria for their classroom observations and the formal protocol by which their pedagogical performance is reviewed. It is my goal as a teacher of language to have every learner experience success in their endeavour to learn another language. I strive to achieve this goal by continuing to develop my pedagogical expertise, and by remaining current on the scholarly innovations of my discipline. Above all I remember that, as the teacher in the classroom, I have the most to learn.
I started teaching Japanese language in 2000 after studying Japanese linguistics and pedagogy in Japan and at UBC. I have taught up to advanced level at UBC and superior level at Nagoya University of Foreign Studies (NUFS) in Japan. I was also a member of a supervising team for undergraduate students doing their practicums in Japanese language classes at NUFS. I enjoy searching for more effective ways of teaching and am looking forward to learning from my colleagues.
During the past 19 years at UBC, I have been teaching Chinese courses at different levels, the class sizes of which range from 3 to over 30. I was trained in the field of teaching Chinese as a second language for my undergraduate degree, so my main interest is to use an interactive approach to teach non-heritage Chinese learners with the aid of modern technology. I look forward to learning from my colleagues.