Pulford, S., & Taylor, A. C. (2015, June), Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25082

\bibitem{asee_peer_25082}
  Pulford, S., \& Taylor, A. C. (2015, June), \emph{Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.25082

Stephanie Pulford and Alyssa Catherine Taylor.  "Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/25082 Internet.  24 Apr, 2024

\bibitem{asee_peer_25082}
  Stephanie Pulford and Alyssa Catherine Taylor.
  "Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/25082 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_25082
author = "Stephanie Pulford and Alyssa Catherine Taylor"
title = "Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25082}
number = {10.18260/p.25082}
}

TY  - CPAPER
AB  -                Work in Progress: Implementation of Peer Review to                  Enhance Written and Visual Communication                 Learning in Bioengineering Capstone ReportsIn addition to technical skill development, engineering undergraduate curricula must also fosterthe development of effective communication skills. The capstone report often plays aninstrumental role in this development, since it comprises both the final assessment of studentcommunication performance and also students’ most significant opportunity for active learningof in-discipline communication skills. Constructive formative feedback is an imperativecomponent of capstone communication learning. Peer review has been proposed as an idealmeans to provide students with this much-needed feedback, and it also has the potential toincrease students’ interpersonal communication skills and metacognition as well, provided thatthe review activity is structured to encourage constructive contributions and reflection.Thus, the goal of this work-in-progress project is to implement a peer review strategy, integratedthroughout the yearlong capstone experience, so that students can obtain significant, formativefeedback and build transferable communication skills and insights.The students in our Bioengineering capstone will complete a four-session workshop series ofscaffolded communication critique, small-group formative peer review, and class reflection.Through the series, they will be guided to collaborate as a class to generate their own rubric forsections of the capstone, as well as guidelines for constructive, effective and kind peer feedback.The students will then use these codes to provide constructive feedback to one another in smallgroups. The groups will reconvene to share each other’s successful techniques to the class, andthe class will be prompted to reflect on these successes and use them to generate ideas toimprove their own work.The novelty of our specific approach review lies in the combination of three qualities:      The degree of student contribution to setting standards both for effective writing and       effective critique. This gives students ownership and a stake in these standards, as well as       providing a scaffolding for critical thought about quality in formal (written) and casual       (spoken interpersonal) professional communication.      The degree of scaffolding undergirding the students’ critique activity. A frequent       criticism of peer review activities are that student reviewers, left to their own devices, are       unconstructive, discouraging, and perhaps even misleading. We provide students with a       structure that helps them stay focused and give helpful critiques.      The degree of reflection required of students, toward learning, retaining and transferring       their in-workshop learning. Our activity asks students to identify, share, and apply       lessons learned from others’ projects, particularly successes.By engaging students in this way, we enrich their learning experience not only with informationthey can use toward capstone report performance, but communication, self-regulation, andreflection skills that can be transferred toward future professional challenges.
AU  - Stephanie Pulford
AU  - Alyssa Catherine Taylor
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Work in Progress:  Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone Reports
UR  - https://peer.asee.org/25082
DO  - 10.18260/p.25082
ER  -