Abstract:Engineering students will often submit assignments that have not been checked for accuracy or whether the results make sense, and rarely are there high marks for presentation. While this is completely unacceptable and unethical in professional engineering, this disturbing trend has become more common (and even acceptable) in the classroom. Many students are defining success as the act of submission of an assignment, while showing little concern for its content or presentation. A learning tool is proposed with … Show more
“…The benefits of peer-review systems in an academic learning environment are generally acknowledged (e.g. [15]- [17]). Just before our own online peer-review platform was launched, a similar system was launched in Sweden [18] as part of a wholly student initiative to test the potential of such a service for thesis-writing support.…”
Section: Activities To Keep a Writing Support Learning Community Engagedmentioning
is a member of SARA's team at theÉcole de technologie supérieure (ÉTS), in Montréal, where he focuses on helping engineering graduate students learn skills related to scientific communication, through group activities involving writing and reviewing their own scientific work. He holds a M.Sc. in Neurophysiology from the Aerospace Medical Research Unit (AMRU) at McGill University and is part of the research support staff in Electrical and Computer Engineering at the Centre for Intelligent Machines (CIM) at McGill Mr. Félix Langevin Harnois,École de Technologie SupérieureLibrarian atÉcole de technologie supérieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collaboration with 3 professors and a researcher, on the SARA service which uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop their scientific communication skills.
“…The benefits of peer-review systems in an academic learning environment are generally acknowledged (e.g. [15]- [17]). Just before our own online peer-review platform was launched, a similar system was launched in Sweden [18] as part of a wholly student initiative to test the potential of such a service for thesis-writing support.…”
Section: Activities To Keep a Writing Support Learning Community Engagedmentioning
is a member of SARA's team at theÉcole de technologie supérieure (ÉTS), in Montréal, where he focuses on helping engineering graduate students learn skills related to scientific communication, through group activities involving writing and reviewing their own scientific work. He holds a M.Sc. in Neurophysiology from the Aerospace Medical Research Unit (AMRU) at McGill University and is part of the research support staff in Electrical and Computer Engineering at the Centre for Intelligent Machines (CIM) at McGill Mr. Félix Langevin Harnois,École de Technologie SupérieureLibrarian atÉcole de technologie supérieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collaboration with 3 professors and a researcher, on the SARA service which uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop their scientific communication skills.
“…While peer review seems to be an appealing way to off-load grading time and effort onto students, faculty may worry that the feedback students receive from their peers will not be effective [43]; indeed, without training or structure, students may give superficial feedback ("Great job") or even poor feedback [43,48]. While there are many variants of peer review, here we focus on the role peer review can have in supporting the peer reviewer's own learning [49]meaning the value of peer review is for the person doing the reviewing [50][51][52]. Peer review has been shown to enhance retention of concepts for undergraduates in engineering coursework [53], to support improvement in understanding [23,54] and in writing quality [55,56].…”
Section: Learning To Write In a Disciplinementioning
Mexico in the Organization, Information & Learning Sciences program, and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a twostrand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.
“…Peer review is an important aspect in the work of practicing engineers and knowing this can motivate the students to take the peer assessment more seriously. (10) Page 14.1140.5…”
Details are given on a class project that requires students to prepare a written report and oral presentation on an influential structural engineer. The project includes an extensive peer assessment process completed by the students. The project helps to fulfill the "Contemporary Issues and Historical Perspectives" outcome of the newest version of the Body of Knowledge. The project also seeks to improve student communication skills, thus helping to fulfill the "Communication" outcome. Assessment was conducted to determine the impact of the project in fulfilling these outcomes. Results of the assessment indicate that the project has a significant effect in developing historical perspective by the students. However, assessment results for the communication outcome indicate the project has minimal impact in improving communication skills.
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