IEEE Transactions on Professional Communication Sep 2008

Using Computer-Mediated Peer Review in an Engineering Design Course

P.A. Carlson ; F.C. Berry

Abstract

Writing, especially when accompanied by feedback and revision, is a powerful enhancer for learning, as the writing-to-learn literature attests. Yet, writing as a vehicle for learning seldom appears in engineering content courses. We relate our experiences with a pilot program in engineering design funded through the National Science Foundation. Specifically, we focus on using Calibrated Peer Review as a platform for formative and summative assessment of integrated writing assignments in targeted courses. Our results show that students improved their skills in elements of engineering design and in writing. Additionally, assessment of the learning outcomes from the targeted courses were used successfully to document accreditation board for engineering and technology's criterion EC3 (g), "ability to communicate effectively," in our latest accreditation cycle.

Journal
IEEE Transactions on Professional Communication
Published
2008-09-01
DOI
10.1109/tpc.2008.2001254
CompPile
Open Access
Closed
Topics
writing pedagogy revision assessment digital rhetoric
Export
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Citation Context

Cited by in this index (2)

  1. Buswell et al. (2019)
    Engineering Instructors on Writing: Perceptions, Practices, and Needs
    IEEE Transactions on Professional Communication
  2. Yoshizawa et al. (2012)
    Assessing the Impact of Student Peer Review in Writing Instruction by Using the…
    IEEE Transactions on Professional Communication

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CrossRef global citation count: 21 View in citation network → Build reading path →

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