Learning technical writing skills through peer review: Use of calibrated peer review™ in unit operation lab

Seong H. Kim, John Wise, Mechteld Hillsley

Research output: Contribution to conferencePaperpeer-review

2 Scopus citations

Abstract

Calibrated Peer Review™ (CPR™), initially developed by UCLA in the 1990s, is an internet-based educational tool that can be used to improve a student's technical understanding and writing in a large class. CPR™ applies the process of scientific peer review to education. Students perform research (study), write about their key findings, submit it for blind peer review (and act as reviewers themselves), and finally use peer feedback to improve their understanding. All of this can be done without intervention from the instructor using CPR™. This paper reports on an experimental study on the utility of CPR™ in chemical engineering education. CPR™ was introduced into a writing-intensive Unit Operation laboratory course. Students worked in teams and performed a set of experiments, but were required to submit individually-crafted executive summaries using CPR™. Improvements in student writing skills as well as critical reading skills were analyzed.

Original languageEnglish (US)
Pages3668-3675
Number of pages8
StatePublished - Dec 1 2005
Event05AIChE: 2005 AIChE Annual Meeting and Fall Showcase - Cincinnati, OH, United States
Duration: Oct 30 2005Nov 4 2005

Other

Other05AIChE: 2005 AIChE Annual Meeting and Fall Showcase
CountryUnited States
CityCincinnati, OH
Period10/30/0511/4/05

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Fingerprint Dive into the research topics of 'Learning technical writing skills through peer review: Use of calibrated peer review™ in unit operation lab'. Together they form a unique fingerprint.

Cite this