Amy M. Goodburn

Peer Review of Teaching at the University of Nebraska-Lincoln

This article describes how the University of Nebraska-Lincoln’s Peer Review of Teaching Project (PRTP)—a faculty-led initiative for discussing, developing, and assessing approaches for understanding and documenting teaching and learning—has evolved from a small grant-funded program to a thriving, institutionally supported program. It describes the evolution of the PRTP, outlines its impact on individual faculty and the institutional community, and discusses future directions in light of broader conversations about the role of peer review in postsecondary education.