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 – 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 (email@example.com)
- Specific faculty/department processes may differ. The overview above is specific to the Department of Asian Studies.
Monica Liscio Gordon
Hsiang-ning Sunnie Wang
French, Hispanic and Italian Studies Department
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-year¹s experience as manager of professional development programs for faculty members and of educational leadership initiatives (i. e., UBC Academic Leadership Development Program; Teaching and Learning Institutes, PRT for Asian Studies, New Faculty Programs, etc.). I have developed and facilitated more than 100 teaching and learning workshops and seminars and peer reviewed and mentored several fellow colleagues.
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.
Nick Hall, Ph.D., Lecturer
Department of Asian Studies