UVic Teach Anywhere

Resources and Supports for Teaching

Peer-based Teaching Programs

We offer several programs and initiatives to enhance your teaching through learning conversations with peers. Learning from others in a collegial setting provides an engaged and collaborative experience.

Peer Observation of Teaching and Learning

Do you ever wonder what other instructors are doing in their classrooms to engage students and would like to see them in action? Would you like constructive feedback on your teaching?  

Join our cross-institutional community of practice on peer observation of teaching and learning. The group is comprised of twenty instructors (10 from Camosun and 10 from UVic) in a coordinated peer observation experience. You will have a chance to observe one or two colleagues over the course of the fall and winter semesters at the other institution. You will also engage in structured and supportive learning conversations with the aim of identifying and encouraging effective teaching behaviours. 

Small Group Instructional Feedback

We offer Small Group Instructional Feedback (SGIF) every term for faculty who wish to reflect on successes and identify areas for improvement in their courses.

SGIF is a formative, mid-course check-in used for gathering information from students on their learning experiences. This process, which is offered at many institutions nationally, is designed to foster dialogue between students and instructors and to offer students a transparent but anonymous way to share their perceptions about a course in a guided, facilitated way.

The SGIF process includes meeting with a facilitator to review goals of session, followed by the facilitator meeting with students in a 30-50 feedback session during classtime. The facilitator will then provide a written report with you and can set up an additional meeting to discuss ways to implement feedback.

Teaching Squares

Teaching Squares bring together four instructors from different disciplines in a teaching observation and sharing activity. Originally created by Anne Wessely from St. Louis Community College, the aim of these squares are to facilitate the sharing of innovative teaching methods and ideas, as well as contributing to the culture of ongoing reflection and improvement in teaching practice (Moorse & Moore, 2006). Instead of asking for direct feedback, the square is a chance for those involved to  reflect on how they can enhance their teaching by observing and learning from others.

Teaching squares are developed on an ongoing basis. If you are interested in participating, contact us to request a teaching square and we will coordinate with other interested instructors across campus.

Learn more about peer review…

Peer review for teaching enhancement workshop

Part of the Teaching Documentation Series

Would you like to invite one of your peers to observe your teaching but are uncertain as to what is involved in the peer-review process? And you may be wondering what the specific objectives are of the peer-review process. In this session, you will be introduced to the five stages of the process for both formative and summative reviews: planning, the pre-observation meeting, conducting the teaching observation, the post-observation meeting, and submission of a written report. We will discuss what the expectations are throughout the process, both for the instructor and the peer reviewer. Further, you will engage in discussion about the purpose and objectives of peer review, such as how it can enhance teaching, encourage reflection, and, most importantly, improve student learning. 

You can find this workshop and others on Learning Central (filter by provider: LTSI).

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We acknowledge and respect the lək̓ʷəŋən peoples on whose traditional territory the University of Victoria stands, and the Songhees, Esquimalt and W̱SÁNEĆ peoples whose historical relationships with the land continue to this day.