Abstract
The authors explore peer review as a mechanism for developing faculty leaders who can meet the educational challenges posed by public demands for accountability in higher education and an increasingly diverse student body. How educational paradigms influence the design of peer review programs is described. Incentives and disincentives as well as options for counteracting disincentives also are considered. Recommendations include the need to study effects of peer review programs on productivity, professional relationships, and educational outcomes within situational contexts, resources, and constraints.