Some forms of scholarly productivity, such as peer-reviewed publications, are easily recognized and incorporated into processes involving evaluation, retention, and promotion of faculty. A method for initiating peer review of unpublished scholarly activitymay serve to permit recognition of such work in faculty evaluation. This article shares an instrument for the peer review of unpublished scholarship, such as scholarship of integration or teaching. A nonquantitative rubric for the evaluation of scholarly activitywas developed, based on previously proposed standards from the Carnegie Foundation for the Advancement of Teaching. Such a process for forms of scholarly productivity other than publication provides potential for intellectual growth and development for both reviewers and reviewed faculty.

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