The peer reviewers listed on this page are available to conduct confidential peer reviews of their teaching. We thank them for their service and contributions!
All peer reviewers below have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewer: Introductory Workshop". In addition, many of the reviewers have a university degree in education and/or have completed the International Program for the Scholarship of Educational Leadership: UBC Certificate on Curriculum and Pedagogy in Higher Education. Several of the peer reviewers for this program are teaching award winners.
For a full description of the formative peer review process, please read the Peer Review Process section of our website.
How to request a review (suggested process)
- Read over the reviewer bios
- Select 1 or 2 reviewers you feel might be a good match for you
- Email the reviewer(s) with a brief description of your request and a query about their availability.
When you email a reviewer for a request, please indicate:
- Type of peer review you would like (classroom observation, review of online teaching, review of assignments or syllabi or other material, review of teaching philosophy statement, other)
- A brief statement of your goal for peer review
- A time range within which you are hoping to be peer reviewed and details of when/where you teach (if you are hoping for a classroom observation)
- Your contact information
If you have any questions or want help, please contact Dr. Isabeau Iqbal (firstname.lastname@example.org).
|Meghan Allen, Associate Professor of Teaching. Department of Computer Science and Vantage College|
|I have been teaching at UBC since 2007 and have taught undergraduate courses from first- through fourth-year with class sizes from 14 to 200. These courses have taken a variety of forms, including lectures, labs, tutorials, online components, seminars, and directed-studies. In class time I use a variety of active learning strategies and require the students to complete pre-class work so that they are prepared to participate. I've completed the UBC Faculty Certificate on Curriculum and Pedagogy in Higher Education and would be happy to review classroom teaching including in-class activities, online materials, assessments, or any other teaching and learning activity.
email: meghana AT cs DOT ubc DOT ca
|Silvia Bartolic, Associate Professor of Teaching. Department of Sociology, Faculty of Arts|
|I have been teaching face-to-face and online for approximately 23 years at several higher education institutions including UBC, Athabasca University, Royal Roads University, the University of Victoria and the University of Texas at Austin in Sociology, Psychology, Family Studies and Educational Studies/Distance Education. I have taught classes ranging from 30 students up to 400 students. I am interested in the Scholarship of Teaching and Learning (SoTL), specifically to determine if ‘new’ teaching strategies improve academic outcomes (e.g. retention of information, skill building). I use blended, problem based, student centered and active learning strategies and skill building assessment in my classes. I would be happy to review both small and large classes, online and face-to-face.
|Luisa Canuto, PhD. Assistant Professor of Teaching, Language Program Director (Italian), PRT Coordinator, Faculty of Arts|
|As a faculty member, I have been teaching since 1996. I have taught mainly language and culture classes, in a lecture or blended format, to classes ranging in size from 10 to 50. I have designed over 10 new courses, and contributed to the development of a blended course. My classes are highly participatory and include a number of different learning activities. I use different educational technologies and assessment techniques. I have reviewed colleagues from different disciplines since 2010 and coordinate the PRT program for the Faculty of Arts and for my department as well.
|Judy Chan, PhD. Sessional Lecturer and Faculty Liaison, Land and Food System; Education Consultant, CTLT|
|I teach a large, introductory food science course, FNH 200, each year and I have taught on-line version of the same course in the past. I adapt a wide range of learning activities in my classes whenever they support my students' learning needs. Some of my favourite and most effective techniques included peer-based learning, immediate classroom respond systems such as iClicker, Polleverywhere.com, and mentimeter.com, wikipedia-based assignment, two-staged exam, etc. I consider it a privilege to have opportunities to visit classroom across campus and I learn so much from each classroom observation.
|Majid Doroudi, PhD. Associate Professor of Teaching, Dept. of Cellular and Physiological Sciences, Faculty of Medicine|
|I have been teaching the anatomical sciences to medical, dental, undergraduate, and allied health students since 1995. This includes teaching large classes with around 500 students to small group teaching in the lab and problem-based learning settings. I currently teach an undergraduate anatomy course, the anatomy of several blocks in the Faculty of Medicine curriculum, the anatomy, histology and neuroanatomy labs in medicine and dentistry and a graduate course in the faculty of dentistry. My preferred peer review activities include reviewing classroom teaching practices and course syllabi. I have completed the UBC Faculty Certificate Program in the Scholarship of Teaching and Learning in Higher Education in April 2013. So far, I have won a UBC Killam Teaching Award in 2009, Ten UBC Medical Undergraduate Society Teaching Awards and one Dentistry Undergraduate Clinical Teaching Award.
|Florian Gassner, PhD. Associate Professor of Teaching, Department of Central, Eastern and Northern European Studies, Faculty of Arts|
|My teaching duties in the Department of Central, Eastern and Northern European Studies include all levels of German language instruction as well as courses on the cultures and literatures of Central and Eastern Europe. My current portfolio features lectures on German Cinema, the cultural history of Ukraine, and ‘Words and Music in German Literature.’ I serve as a peer reviewer for both the Department of Asian Studies and the Department of French, Hispanic and Italian Studies. As an educational leader, I am particularly interested in effective ways to engage ever larger groups of students in our classrooms.
|Brett Gilley, Associate Professor of Teaching, Earth and Ocean Sciences and Vantage College|
|I have taught in a wide variety of post secondary settings both large (500) and small (18) undergraduate classes, graduate level courses, seminars, labs, tutorials, online classes and many workshops on teaching and learning. I am happy to give feedback on classroom teaching, in class activities, clicker use, online teaching, labs, assignments, or any nearly any other aspect of teaching. I am trained in the use of Classroom Observation Protocol in Undergradute STEM (COPUS, the best acronyms have acronyms in them) which can give you a good idea of how both you and your students use your class time. Though I am part of the Faculty of Science I am used to working with people from all faculties and can definitely help you with your teaching.
|Gail Hammond, PhD. Associate Professor of Teaching, Faculty of Land and Food Systems: Food, Nutrition & Health Program|
|At UBC I teach large and medium-sized undergraduate nutrition courses using lecture, self-directed learning activities, community-based experiential learning, and problem-based learning pedagogies.
I graduated from the UBC Faculty SoTL Leadership Program with a Faculty Certificate on Teaching and Learning in Higher Education in 2011. As a formative peer reviewer, I will observe your instruction with a critical eye to providing constructive feedback that supports your goals for professional development and growth in teaching. I enjoy participating in reviews of classroom teaching and providing feedback on course syllabi, lesson plans, teaching activities, and assessment tools for large and not-so-large classes. I’ve had the privilege of being a formative reviewer in the faculties of Applied Biology, Land and Food Systems, Law and Pharmaceutical Sciences. When contacting me for a formative PRT, it is useful if you can provide brief information about your teaching history, your current teaching practices, challenging teaching situations that you have faced and why you perceived them as challenges, and what you would like to gain by participating in a formative peer review of your teaching. Also, if you have completed the Teaching Perspectives Inventory, including your dominant teaching perspective(s) is also helpful. Thank you, and I look forward to working with you!
|Shahid A. Hassan, Faculty (General Studies), Yorkville Univ., BC Campus; Subject Expert, BC Min. of Advanced Education and Skills Training|
|I have been a classroom practitioner, academic researcher, and teacher development facilitator in higher education settings for over two decades in many countries. I currently teach language and communication courses. I have served a journal editor position (Wiley-Blackwell) and several leadership roles with TESOL International Association. My professional interests include pedagogical efficacy, learner motivation, educational assessment, and teacher development. I work on curricular projects related to peer pedagogical support or review, reflective teaching, and learner-centered instruction.
|Isabeau Iqbal, PhD. Senior Educational Developer, Centre for Teaching, Learning and Technology|
|I have conducted peer reviews for numerous faculty members at various career stages and consider it a privilege to be invited into someone's classroom. My teaching and learning experience is primarily through my role as an educational developer at the Centre. I am also a contract faculty member at the Justice Institute of British Columbia and an Instructional Skills Workshop facilitator; in the past, I was a sessional instructor in the Faculty of Education at UBC. I would be happy to peer review in any discipline or Faculty, in classes of any size. When contacting me, please provide information on your teaching context (course name, class size, Faculty etc) and your predominant teaching methods. Please see isabeauiqbal.ca for more information.
|Suzanne James, PhD. First-Year Coordinator, Department of English Language and Literatures|
|In a teaching career of more than thirty years, I have taught English literature and language, as well as English as an Additional Language, to students from grade six through graduate studies. A lot of this teaching took place internationally, in Zimbabwe, Tanzania and Romania. Since 2006, I have worked as a lecturer at UBC. I currently teach African, Canadian and Children’s literature. Over my teaching career I have supervised and mentored student teachers and currently supervise TA’s who run seminars supporting my lecture classes. In 2011, I was awarded an Ian Fairclough Prize for Excellence in Teaching, and in June 2017 I became the coordinator of the first-year program in the Department of English Language and Literatures. I am also Chair of the interdisciplinary African Studies Minor program. As well, I work as a senior examiner for the International Baccaluareate Organization. I am a dynamic teacher who believes in actively engaging students in learning and in constructing meaning for themselves.
|Surita Jhangiani, PhD. Assistant Professor of Teaching, Department of Educational and Counselling Psychology, and Special Education|
|I have been teaching for over 15 years. I have taught courses at both the undergraduate and graduate level in a variety of formats including, large and small lectures, seminars and online (synchronous and asynchronous). I also have experience developing courses, both online and face to face. My teaching pedagogy focuses on a student centred approaches. I am happy to review face to face and online teaching, class activities, online material, syllabus, assessments, or other teaching related activities.
|Michael Lee, PDOT, MBA. Professor of Teaching, Associate Head of Educational Affairs, Dept. Occupational Science & Occupational Therapy|
|I currently teach in the Master of Occupational Therapy programme and, in the past, have taught at the Undergraduate level. Though I enjoy using small group teaching, I also teach in clinical lab sessions, lecture, small group work, large group discussion, tutorials, on-line discussions and many other formats. Other than teaching graduate students, I also offer workshops for clinical instructors, clinicians educated outside Canada, and am interested at adult teaching principles. I am happy to review classroom teaching, small group tutorials, lesson planning, assignment and evaluation outline; as I see those are my valuable learning opportunities as well. I have completed the UBC Faculty Certificate of Teaching and Learning in Higher Education, and am participating in various CTLT workshops to keep my skills sharp.
|Azita Madadi Noei, PhD. RD. Lecturer, Faculty of Land and Food Systems: Food, Nutrition & Health Program|
|Dr. Azita Madadi Noei is a lecturer and academic advisor for the Master of Food Science Program. She completed her PhD in the Food Science program at the University of British Columbia and her MSc in Food Science and Technology from Iran specializing in dairy chemistry, microbiology, and processing. She has undergone extensive training in analytical labs and different processing facilities including edible oil, meat processing, dairy processing, vegetable canning, and confectionary products. Dr. Madadi Noei has over 20 years of experience in teaching and academia and has been involved in the Master of Food Science program since its inception in 2007. She is currently focusing on pedagogical aspect of Food Science and is responsible for overseeing student progress and the fulfilment of program requirements. She also teaches undergraduate and graduate courses and coordinates the Master of Food Science Workshop series which is a prerequisite for the MFS practicum.
|Sue Murphy, Associate Professor of Teaching, Department of Physical Therapy|
|I have a particular interest in teaching professionalism. I mainly teach in the Master of Physical Therapy (MPT) program, which has a case-based curriculum encompassing clinical lab sessions, lecture, small group work, large group discussion, tutorials, and other formats. Some courses are taught in blended mode, and I am happy to review courses offered through remote learning. We currently have a class size of 100 so I am used to teaching larger classes in various formats. I also have several years of experience in the Clinical education of the MPT students, and have developed and run workshops for clinicians interested in becoming clinical preceptors. In the past I have taught undergraduate students, as well as learners in certificate and diploma level courses. I am currently an Associate Director for the Centre for Health Education Scholarship at UBC and also the Interprofessional theme lead for the MD undergraduate program. I have a Master’s degree in Adult Education and in 2012 was honoured to receive a Killam Teaching Prize; I have also completed the UBC Faculty Certificate of Teaching and Learning in Higher Education. I would be pleased to review classroom teaching, lesson planning, evaluation of students, Interprofessional initiatives or other teaching and learning activities.
|John Pringle, Lecturer, Academic English Program, Vantage College|
|I’ve been teaching English as an Additional Language and Communication for 16 years in a wide variety of contexts, and joined UBC in 2016. The majority of my teaching has been to small classes where a high level of engagement and peer cooperation is encouraged so I’ve developed a repertoire of techniques to facilitate an inclusive and lively classroom. In the Academic English Program we work with first-year international students and have developed our own curricula based on the principles of Content and Language Integrated Learning (CLIL); therefore I collaborate very closely with colleagues in Applied Sciences to design and deliver discipline-specific academic writing education. I’ve also collaborated on research into student motivation and attitudes towards language learning. Currently I’m re-developing my own courses to include more peer assessment activities through Compair in Canvas. I’m also involved in training Teaching Assistants at Vantage. I hold a Master’s in Education (Applied Linguistics) and a Graduate Certificate in Post-Secondary Education. I’ve carried out classroom observations here at Vantage and I’m always happy to observe teachers in action and give structured feedback on any element of classroom practice.
|Jonathan Verrett, PhD. Associate Professor of Teaching, Department of Chemical and Biological Engineering|
|I teach in Chemical and Biological Engineering with a specific focus on design education. I have experience teaching large undergraduate classes ranging from 100 to 200 students. I have also created training programs for teaching assistants. This can be quite helpful in leveraging and building their teaching abilities, especially in the context of large courses. I have designed wet labs and coordinated student project work and am happy to discuss how to implement these activities. I am particularly interested in engaging students in peer and team learning.
|Roselynn Verwoord. Curriculum Support, Strategic Curriculum Services, CTLT|
|I have taught small undergraduate seminar-based classes in social work and I have conducted peer reviews in a variety of settings including large lecture-based classes. Preferred peer review activities include providing feedback on classroom teaching (in any setting), and providing feedback on lesson plans and course syllabi.
I currently facilitate workshops on a variety of teaching and learning topics both within and outside UBC; facilitate Instructional Skills Workshops (ISW); facilitate Presentation Skills Workshops (PSW); and am a trainer for the Facilitator Development Workshop (FDW). When contacting me, please provide information on your teaching experience including courses taught and your predominant teaching methods.
|John Vigna. Assistant Professor of Teaching, Pedagogy Chair, Creative Writing Program|
|I have been teaching face-to-face, online and in blended and flipped classrooms at a variety of research- and teaching-intensive universities for the last 17 years. I teach undergraduate large lecture classes, advanced undergraduate seminars and graduate seminars in class sizes ranging from 12-250 students. A few of the other hats I wear include supervising thesis, running faculty-training sessions, directing the MFA summer residency, and overseeing pedagogy in our program. My classes are a mix of lecture, active learning strategies, skill building, peer collaboration and peer-to-peer review. I am particularly interested in integrating the Critical Response Process as a way to foster deeper discussions on student work (essays, creative work, presentations, etc.). I would be happy to review both small and large classes, online and face-to-face.
|Kristen Walker, PhD. Assistant Professor of Teaching, Applied Biology Program|
|My teaching experience covers a wide variety of courses at the undergraduate and graduate level from animal behaviour and animal welfare science to general biology. I have been teaching at the university level for the past 17 years, which has included the development of multiple courses in animal biology. I am a tenure-track Instructor in the Applied Animal Biology program. I focus on small to medium size discussion based courses that incorporate a variety of formats – lectures, small group discussion, active learning, and large group discussions. I am interested in experiential learning as a way to promote and grow critical thinking skills and gain real-life experiences in animal sciences.
I currently serve on the Peer Review of Teaching Committee for the Faculty of Land and Food Systems (LFS) and the LFS Curriculum Committee. In 2018, I completed the UBC Scholarship of Educational Leadership Certificate on Curriculum and Pedagogy in Higher Education.
I would be interested in serving as a peer reviewer to conduct classroom observations of small to large courses, as well as help to review course materials.
|Eugenia Yu, Associate Professor of Teaching. Department of Statistics.|
|I regularly teach introductory classes to various audience including Arts, Science and Applied Science students for over 15 years, with class size ranging from 100 to 350. Through various projects, I have developed and implemented active learning tools such as clicker questions and in-class activities in a large flipped classroom setting. Besides teaching, I have been involved in peer evaluation of both sessional instructors and regular faculty members through mentoring new instructors and serving in the Peer Evaluation of Teaching Committee in my department. In 2020, I was honoured to receive the UBC Killam Teaching Prize. I would be happy to conduct peer review for large classes (online or face-to-face) and use of active learning strategies.
email: eugeniay (dot) yu AT ubc DOT ca