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A Framework for Collaborative Peer Review for Group-written Documents

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

IED Technical Session: Preparing Students for the Future

Tagged Division

Industrial Engineering

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Paper Authors


Lisa Miller University of Minnesota, Twin Cities

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Lisa Miller is an Associate Teaching Professor and Director of Undergraduate Studies in the Department of Industrial and Systems Engineering at the University of Minnesota. In addition to 9 years at U of M, she also spent 6 years at Target Corporation working in optimization and analytics.

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Daniel Emery

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The collaborative nature of the engineering discipline is often translated to the classroom via group project work. Engineering course projects often share characteristics such as a long duration (8 or more weeks), several project milestones, often aligned to written deliverables submitted for grading, and multiple students per team, typically between 3-8 students. This project developed an innovative framework to enable maximizing the benefits of peer review on student writing to group-written documents. The framework includes: method to create review teams of students who review documents written by project teams; a process for facilitating the review process in class to balance individual insights with group-developed priorities for revision; and a feedback device to continuously improve the peer review process. The framework has been implemented in junior and senior level courses, including in senior engineering capstone courses, and has resulted in improved project reports, deeper ability for students to critically assess peer work, and, most significantly, overall improved project outcomes.

Miller, L., & Emery, D. (2018, June), A Framework for Collaborative Peer Review for Group-written Documents Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29680

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