June 26, 2011
June 26, 2011
June 29, 2011
22.1102.1 - 22.1102.10
The paper (and accompanying poster) draws from our extended experience in using CalibratedPeer Review in the classroom. The work is based upon findings from three NSF grants(#9980867, #0404923, and #0816849), spanning a period from 2002 – 2010.Developed by the Division of Molecular Sciences at UCLA (through an NSF grant), CPR™ is anexcellent "learning environment" that creates an electronic, asynchronous, discipline-independent platform for creating, implementing, and evaluating communication assignments(both written and visual), without significantly increasing the instructor’s workload. Theextensive data collected by the "environment" can be used to measure learning outcomes. WhereCPR™ is used in multi-sectioned courses, data can be merged. The flexibility and versatility ofthe platform make it very appropriate as a data collection tool for ABET accreditation criteria.We report on lessons learned and make both strategic and tactical suggestions for implementingthis versatile tool in the engineering classroom. We focus on three categories:Designing Assignments: As a guide in considering the types of communication that might beused to teach aspects of engineering, we present a loose taxonomy of potential assignmentsranging from the more exploratory to the more codified.Using CPR Data: CPR’s built-in data collection provides a range of in-situ observations onstudent performance at eleven separate points during the four workspaces. We give illustrationsusing both descriptive and inferential statistical methods on these data.Nurturing Commentary: During both the calibration phase and the peer review phase,assignments can be constructed so that students must provide a narrative comment to supporttheir quantitative answers to the various elements of a rubric. We suggest ways in which thismore qualitative feedback can be used to foster collaboration and mature communication.Our experience with Calibrated Peer Review™ (CPR™) in several courses at Rose-HulmanInstitute of Technology suggests that this robust instructional technology partners both with theinstructor and with the student to -- Increase competence, creativity, and confidence in exploratory inquiry and reasoning. Promote and sustain interest in engineering practice. Engage the user and transfer powerful strategies for problem-solving. Bridge the gap between process (thinking) and product (writing). Improve quality of writing by improving quality of thinking.
Carlson, P. A. (2011, June), Nine Years of Calibrated Peer Review in Rhetoric and Engineering Design Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18974
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