Pew Charitable Trusts:
-CASTL (with Carnegie Foundation)
-Peer Review of Teaching

Peer Review of Teaching is an ongoing area of work intertwined with the scholarship of teaching and learning in several ways.

Peer Review has been an emphasis of AAHE since 1994 and continues to be supported by the Pew Foundation and other grant sources. The course portfolio has evolved as the principal means by which peer review of teaching is effected. Two notable current programs to advance course portfolios, both supported by Pew, are centered at the University of Nebraska Lincoln and Samford University (PDF document)

Individual course portfolio projects and SOTL projects are so closely related as to often seem inseparable. Dennis Jacobs provides a good Example of this inseparability (Unit 2b, Page 10).

Perhaps the best way to ensure that quality teaching is recognized, valued, and rewarded is to improve the means of identifying and documenting teaching effectiveness. Course portfolios afford a comprehensive yet efficient means of documenting the intellectual work of teaching a particular course. Through such a portfolio, a faculty member documents course design and execution, including results in student learning. In this way, teaching can be understood and presented as a form of scholarship, utilizing the accountability through peer review that already exists in higher education. A course portfolio can be used as an instrument for exhibiting teaching effectiveness, a framework for cultivating scholarship, and a vessel for conveying one's work to appropriate publics, including promotion and tenure committees.