Expanding peer observation of teaching and learning through cross-institutional collaboration

Given the ubiquitous yet uneven application of peer review processes in higher education, alongside the tendency for such reviews to take place within the context of formal evaluations, this article presents a formative peer observation program developed to expand how peer observation of teaching and learning is practiced. The authors facilitated a cross-institutional, cross-disciplinary peer observation program. In analyzing participants’ experiences, several key themes emerged. Membership in the community prompted innovative teaching practice; reflection prompted an appreciation for diversity in teaching; and lastly, context is permeable – despite differences, what occurred in one context could be applied in another.