Introduction The phrase "peer review" often elicits the following impression: one faculty member visits another's classroom, critiques the colleague, and writes an assessment for the instructor's record. This is in fact a very circumscribed view of what peer review is. For starters, peer review is not only about assessing performance (summative review), but is also about helping teachers improve (formative review). The literature of peer review contains some controversy as to whether peer review can be simultaneously formative and summative. The view of the Peer Review Project Team is that formative peer review should be conducted separately from summative peer review. The set of links below is about formative review. As you glance at the links below, note that the most commonly used form of peer review, observing teaching, is but one of many techniques available through which peers may help each other improve. Colleagues can help each other by collaborating on courses, interviewing each other's students, reviewing each other's course portfolios and teaching portfolios, reviewing each other's syllabi and other course material, and sometimes, even simply sitting and talking with each other about teaching. Senior colleagues can also help junior colleagues by being mentors to them. The peer review task force believes that the mentor-mentored relationship should be about improvement, and not about judgement, and therefore techniques of mentoring fit naturally within the links below. Possible ways for you to get feedback or input from colleagues to help you improve your teaching, listed in alphabetical order: Collaborative Course Development (working on a course with a colleague) Course Portfolios (you document and reflect upon a specific course) External Review of Course Content (a colleague from outside UW-Madison reviews your course materials) Instructional Development Programs at UW-Madison (list of programs at UW-Madison) Interviewing Students about Their Learning Experience (a colleague talks with your students about what is contributing to their learning) Interviewing Students about What They Are Learning (a colleague with content expertise talks with your students about what they are learning) Mentor's Role (how a mentor can help you improve your teaching) Observing Teaching (a colleague observes your teaching and gives feedback) Reciprocal Classroom Visits (you and a colleague visit each others' classes) Research on a Course in Progress (you and a colleague experiment with a course) Supervising Individual Student Research (a colleague helps you improve your one-on-one teaching with students doing research) Teaching Circles (a group of colleagues meet periodically to discuss teaching) Teaching Portfolios (you document and reflect upon your teaching)