[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598655-105":59,"doc-detail-598655-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preparing-to-be-a-peer-reviewer","Preparing to be a Peer Reviewer","","A campus-wide peer review initiative presents an introductory, four-hour workshop titled Preparing to be a Peer Reviewer, alongside a four-hour Advanced Workshop. The approach is experiential and skill-based, using pre-class meetings, in-class observation, and post-class meeting practices, supported by participant-created summaries and structured question sheets. The program is traced from early faculty needs through expansion across faculties and the creation of a Peer Teaching Network adapted for the Faculty of Science.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-to-be-a-peer-reviewer/598655/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-to-be-a-peer-reviewer/598655.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the introductory workshop Preparing to be a Peer Reviewer?","Question",{"text":112,"@type":113},"It provides hands-on practice for faculty and others to conduct formative peer review when requested.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How long is Preparing to be a Peer Reviewer and how many participants does it accept?",{"text":117,"@type":113},"It lasts four hours and accepts up to 12 participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three key components of the peer review model used in the workshop?",{"text":121,"@type":113},"They include a pre-class meeting, in-class observation, and a post-class meeting.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598655,1792884248,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","11  \nPeer Review:  \nStructured, Informal, Confidential, Helpful!  \nAlice Cassidy  \nIn View Education and Professional Development  \nJack Lee  \nUniversity of Toronto  \nThis paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.  \nIntroduction  \nPeersignreevdiwoopfroteviacdheingfeedisba foackmoiof evaluatnstructoronabdoeu-t  \ntheir teaching. This process is an important component of developing one’s teaching practice and being self-reflective. Related terms include peer evaluation (used at Ryerson University, the University of Sas-  \nkatchewan, and the University of Western Ontario), peer observation (Bell, 2002; Gosling, 2002), reciprocal observation (Pressick-Kilborn & te Riele, 2008),  \nand observational feedback (MacKinnon, 2001) .  \nIn recent times, there has been much written about peer review and models developed both  \n1 This paper is based on work done by Alice Cassidy, when Associate Director, Centre for Teaching and Academic Growth (TAG) and Jack Lee, when Research Assistant, Science Centre for Learning and Teaching (Skylight), both at the University of British Columbia, Vancouver, British Columbia.  \nwithin disciplines, within a faculty, across disciplines, in campus-wide programs. Iqbal (2010) has explored aspects of departmental culture(s) that can hinder and/or support faculty members’ engagement in the peer review of teaching.  \nThe Center for Excellence in Learning and Teaching at Iowa State University (n.d.) conducted a literature review of peer evaluation of teaching, with links to best practices. Peer review has gained prominence internationally and for online teaching as well, such as through the Australian Learning and Teaching Council (n.d.) . Johnson (n.d.) provides many more peer review resources and links on a blog at the University of British Columbia.  \nHere, we describe a campus-wide program, consisting of a four-hour introductory workshop entitled, Preparing to be a Peer Reviewer, and a fourhour Advanced Workshop. We also show an example of a model adapted for use within the Faculty of Science called the Peer Teaching Network.  \nBackground  \nOur campus-wide program grew from a request, in 2006, to help a colleague with a project funded for one year by the Teaching and Learning Enhancement Fund (TLEF) within the Faculty of Dentistry. Janice Johnson and Alice Cassidy designed an introductory workshop to prepare faculty members within that Faculty to conduct peer review. Planning for the future, we also designed an advanced workshop as one form of ongoing professional development for peer reviewers.  \nOver the next two years, other colleagues joined us, with further TLEF funding. Hence we expanded to offering Preparing to be a Peer Reviewer workshops to colleagues in the Faculties of Medicine and Applied Sciences. This also allowed for greater discipline diversity within the Advanced Workshop. In 2009 and 2010, we also led workshops specially requested by the Faculties of Science and Pharmaceutical Science. In 2010, we moved peer review workshops to our campus-wide teachingsupport centre, then called the Centre for Teaching and Academic Growth (TAG) and now the Centre for  \nTeaching, Learning and Technology (CTLT), where we also started a community of practice to encourage colleagues from across campus to become involved. To date","cbCaipaS8ea0TYu4","https://ap.wps.com/l/cbCaipaS8ea0TYu4","pdf",595277,"English","# Introduction\n# Background\n# Campus-Wide Workshops\n## Preparing to be a Peer Reviewer\n## Workshop structure and sections","[{\"question\":\"What is the purpose of the introductory workshop Preparing to be a Peer Reviewer?\",\"answer\":\"It provides hands-on practice for faculty and others to conduct formative peer review when requested.\"},{\"question\":\"How long is Preparing to be a Peer Reviewer and how many participants does it accept?\",\"answer\":\"It lasts four hours and accepts up to 12 participants.\"},{\"question\":\"What are the three key components of the peer review model used in the workshop?\",\"answer\":\"They include a pre-class meeting, in-class observation, and a post-class meeting.\"}]","Preparing to be a Peer Reviewer | PDF",1792087331,15]