The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

Weaver, Kathleen; Morales, Vanessa; Nelson, M. G.; Weaver, Pablo F.; Toledo, Alex Valadão; Godde, Kanya

doi:10.1187/cbe.16-01-0072

Cited by 24 publications

(17 citation statements)

References 34 publications

(80 reference statements)

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“…Performance benefits of student peer-review activities include the development of evaluation, critical thinking, written expression and other transferrable skills. Weaver et al (2016) demonstrate an increase in student performance in the areas of science literacy and critical thinking as a result of peer-review activities in a biology research course. In their analysis of peer-review activities in a critical skills course, Tighe-Mooney et al (2016, p14) identified the development of 'critical skills including, analysis and evaluation, making judgments and providing evidence and support for decisions made' as well as improvements in the ability to 'communicate, both in writing and verbally, to actively give and receive feedback, as well as reflect on the process and their input into it.'…”

Section: The Benefits Of Peer-reviewmentioning

confidence: 90%

Perspectives on peer-review: eight years of Aropä

Purchase

Hamer

2017

Assessment & Evaluation in Higher Education

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Biographical notes:Dr Helen Purchase started her interest in e-learning with a PhD in Intelligent Tutoring Systems, and has several publications relating to the use of technology in education. As well as co-creator of Aropä, she leads the GUSTTO projecta social medai system for practising academics to share 'Teaching Tips' with their colleagues.Dr John Hamer received his PhD in Computer Science from the University of Auckland in 1990, where he served as Senior Lecturer until 2010. He initially created Aropä to support his own teaching. He currently works as a commercial software developer, and has an honorary affiliation with the University of Glasgow. Word count: 8845 (including references and appendix) Perspectives on Peer-Review: Eight Years of AropäDrawing on eight years of observation and correspondence from the Aropä project, we report on the issues important to academics who conduct on-line student peer-review activities, and the features they request to support their own instructional designs. The Aropä project is unusually broad, having so far supported over one hundred instructors at twenty institutions across nine countries, almost a thousand activities, and more than 36 thousand individual students. As the designers, developers, maintainers and advisors of an evolving and widely used tool, we use our unique position to report on the perspectives and priorities of instructors and students in this important and developing field.reviews on their peers' work. Large classes are easily supported; for example, in August 2015, 948 students each submitted a report for a Commercial Law course at The University of Auckland, and together wrote a total of 2,716 reviews of their peers' work within the period of a week.The authors of this paper are the sole designers, developers and maintainers of the Aropä system. We have complete control, can observe all activity, and are in direct communication with the instructors who use it. We are therefore in a unique position to report on the range and scope of the peer-review activities, including trends, emerging issues and individualisation.During the past eight years, we have had hundreds of conversations about peerreview with over 70 instructors in at least 26 different subject areas. These conversations reveal the wide range of issues that instructors and their students consider important for successful peer-review: some of them relate to the peer-review activity itself, some focus on the requirements for an online peer-review system. In many cases, instructors have requested enhancements to the system so as to support their own assessment design. In this paper, we report on the issues arising from our interactions with instructors, classifying them with respect to operations, pedagogy and administration. Based on this data and our own observations, we conclude by discussing the dominant perspectives of both instructors and students when conducting successful peer-review activities.

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Section: The Benefits Of Peer-reviewmentioning

confidence: 90%

Perspectives on peer-review: eight years of Aropä

Purchase

Hamer

2017

Assessment & Evaluation in Higher Education

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“…This could also offer opportunities to illuminate how actions and new insights might be realised in the intersection of abstract knowledge resources and practical situations. Weaver et al (2016) recognised the importance of writing as a tool for developing inquiry and analytical skills in IBL. They argue that writing is a tool for learning, and students who write down their IBL results build connections between prior and new knowledge.…”

Section: How Does Ibl Support and Enhance Student Learning?mentioning

confidence: 99%

Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education

Spernes

Afdal

2021

European Journal of Teacher Education

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“…), so make sure that their writing and presentations meet high standards. Concept mapping, outlines, annotated bibliographies, and peer-reviews can help frame writing projects, and there is a growing body of literature on their effectiveness in student learning [ 32 – 35 ]. Set reasonable deadlines that will allow you to work with students on reviews, revisions, flaws in logic, and style.…”

Section: What Is a Start-up Package?mentioning

confidence: 99%

Building a laboratory at a Primarily Undergraduate Institution (PUI)

2021

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Scientists who are interested in building research programs at primarily-undergraduate institutions (PUIs) have unique considerations compared to colleagues at research-intensive (R1) institutions. Maintaining a research program at a PUI holds unique challenges that should be considered before prospective faculty go on the job market, as they negotiate a job offer, and after they begin a new position. In this article we describe some of the considerations that aspiring and newly hired faculty should keep in mind as they plan out how they will set up a laboratory as a new Principle Investigator (PI) at a PUI.Anyone hoping to start a research program at a PUI should understand both the timeframe of interviews, job offers, and negotiations and the challenges and rewards of working with undergraduate researchers. Once a job is offered, candidates should be aware of the range of negotiable terms that can be part of a start-up package. Space and equipment considerations are also important, and making the most of shared spaces, existing infrastructure, and deals can extend the purchasing power of start-up funds as a new PIs builds their lab. PUIs’ focus on undergraduate education and mentorship leads to important opportunities for collaboration, funding, and bringing research projects directly into undergraduate teaching laboratories.A major focus of any new laboratory leader must be on building a productive, equitable, and supportive laboratory community. Equitable onboarding, mentorship plans, and formalized expectations, can all help build a productive and sustainable laboratory research program. However, important considerations about safety, inclusion, student schedules, and a PI’s own professional commitments are also extremely important concerns when working with undergraduates in research. A successful research program at a PUI will bring students into meaningful scientific inquiry and requires insights and skills that are often not the focus of scientific training. This article aims to describe the scope of setting up a new laboratory as a way to alleviate some of the burden that new and prospective faculty often feel.

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The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

Abstract: This study demonstrates the positive impact of peer review and a multisemester writing capstone on inquiry, science literacy, and critical thinking skills.

Cited by 24 publications

References 34 publications

Perspectives on peer-review: eight years of Aropä

Perspectives on peer-review: eight years of Aropä

Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education

Building a laboratory at a Primarily Undergraduate Institution (PUI)

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