Browsing by Subject "PROT"

Now showing 1 - 2 of 2
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    By and For Us: The Development of a Peer Review of Teaching Program by and for Pre-Tenure Librarians
    (Collaborative Librarianship, 2012) Alabi, Jaena; Huisman, Rhonda; Lacy, Meagan; Miller, Willie; Snajdr, Eric; Trinoskey, Jessica; Weare, William H., Jr.
    Seven pre-tenure librarians at the University Library at Indiana University-Purdue University Indianapolis (IUPUI), concerned about the effectiveness of their library instruction, created a peer review of teaching (PROT) group. This article provides an overview of the LIS literature on PROT and identifies the commonalities and variations found in PROT programs. The authors then describe the development, implementation, and benefits of the PROT program at IUPUI. The program outcomes are discussed, including benefits for the observed, the observer, and for the PROT group as a whole. The authors also found that the implementation of a PROT program can enhance the sense of community among colleagues.
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    Peer review of teaching: Best practices for a non-programmatic approach
    (Communications in Information Literacy, 2014) Alabi, Jaena; Weare, William H., Jr.
    Many academic librarians who provide library instruction have never received formal training in educational theory and methods. In an effort to bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism.