The peer review of teaching–like the peer review of research–is a widely accepted mechanism for promoting and assuring quality academic work, and is required the purpose of promotion and tenure at Penn State. The peer review process in resident instruction typically involves a faculty reviewer observing a peer’s classroom. The reviewer then summarizes her observations in a document that is to be included in the reviewee’s dossier.

To address the need for online course peer review in the College of Earth and Mineral Sciences at Penn State, the Dutton Institute has designed, implemented, and assessed a peer review process for online teaching. The Peer Review Guide for Online Teaching at Penn State that we have developed is based on the “Seven Principles for Good Practice in Undergraduate Education,” a summary of 50 years of higher education research that addressed good teaching and learning practices. While instruments such as end-of-course surveys provide a measure of student satisfaction with a course, the Seven Principles provide a useful framework to evaluate the effectiveness of online teaching. Each adapted principle is described in detail in the Guide, including examples of evidence of how a principle may be met in an online course. Resources for additional information are also included.

The Peer Review Guide for Online Teaching at Penn State is composed of two parts: 1) an Instructor Input Form to be completed for the reviewer by the reviewee in advance of the peer review and 2) the actual Peer Review Guide for Online Teaching at Penn State, which is to be completed by the reviewer during the peer review. Following the peer review, the reviewer summarizes her observations in a document that is to be included in the reviewee's dossier—identical to the procedure followed in resident instruction. Reviewers are encouraged to share the completed Guide with the reviewee, as well.

Use of this peer review process has already been fully embraced by one academic department within the College of Earth and Mineral Sciences and is now being expanded to other units. While initial pilot tests utilized online teaching faculty as the peer reviewers, we will begin utilizing faculty who are only familiar with traditional face-to-face instruction as peer reviewers, as well. It is hoped that this "cross-fertilization" will break down many of the myths that still surround online teaching at our institution, as face-to-face faculty will be able to examine online teaching and learning effectiveness first hand.