ASYNCHRONOUS POSTER PRESENTATIONS Formative Peer Review of Teaching to Foster Diversity , Equity and Inclusion
Poster Description : This poster explores how formative peer review of teaching ( PRT ) can advance diversity , equity , and inclusion ( DEI ) in higher education . Drawing from our extensive PRT experience and research , we will demonstrate how cultivating trust , belonging , and equitable relationships transforms PRT into a collaborative and reflective process . By addressing relational dynamics , participants will walk away with actionable insights to enhance their institutional PRT practices and foster a more inclusive culture of teaching and learning .
Poster Objectives : 1 . Examine how formative peer review of teaching ( PRT ) can advance Diversity , Equity , and
Inclusion ( DEI ) when the process prioritizes relationships . 2 . Identify practical strategies for fostering collaboration , trust , and reciprocity in formative PRT . 3 . Reflect on institutional practices to strengthen alignment between PRT processes and DEI goals .
Themes : Institutional strategies for advancing DEI
Audience : Higher education faculty and administrators , and educational developers
Poster Presenters :
Judy C . K . Chan , PhD ( she / her ). Senior Educational Developer , Centre for Teaching , Learning and Technology at the University of British Columbia
Isabeau Iqbal , PhD ( she / her ). Senior Educational Developer , Centre for Teaching , Learning and Technology at the University of British Columbia .
Biographies : Dr . Judy C . K . Chan ( she / her ) is an Educational Consultant at the University of British Columbia , Canada , offering a range of workshops and supports to members of the teaching and learning communities at UBC . As a protein chemist , Judy received limited exposure to DEI topics during her formal education . She has since become highly aware of the importance of our identities and positionalities in shaping our teaching and learning spaces . She is a first generational settler and is calling the unceded and ancestral territories of the Coast Salish peoples , Sḵwx̱ wú7mesh ( Squamish ), Stó : lō and Səl̓ílwətaʔ ( Tsleil-Waututh ), and xʷməθkʷəy̓əm ( Musqueam ) Nations , also known as Vancouver , BC , home .
Dr . Isabeau Iqbal ( she / her ) leads the Formative Peer Review of Teaching program and co-leads the Teaching Development Program for New Faculty at the Centre for Teaching , Learning and Technology ( University of British Columbia ). As both an Educational Developer and Certified Coach , she is energized by creating processes and spaces where instructors feel encouraged to learn , reflect , and grow as they examine the intersections of who they are and how they want to be in relationship with their academic communities . Isabeau is grateful to live and work on the unceded territories of the Sḵwx̱ wú7mesh ( Squamish ), Stó : lō and Səl̓ílwətaʔ ( Tsleil-Waututh ), and xʷməθkʷəy̓əm ( Musqueam ) peoples . Outside of work , Isabeau enjoys hiking , reading , and singing .