Oerther, D. B. (2021, July), Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38222

\bibitem{asee_peer_38222}
  Oerther, D. B. (2021, July), \emph{Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38222

Daniel B. Oerther.  "Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/38222 Internet.  03 May, 2024

\bibitem{asee_peer_38222}
  Daniel B. Oerther.
  "Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/38222 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_38222
author = "Daniel B. Oerther"
title = "Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/38222}
number = {10.18260/1-2--38222}
}

TY  - CPAPER
AB  - As part of the 2019 biennial conference of the Association of Environmental Engineering and Science Professors, a pre-conference workshop on the topic of structured reviews was delivered to 22 participants.  The workshop had three objectives, namely: 1) raising awareness about the process of structured reviews; 2) demonstrating the process of structured reviews; and 3) encouraging participants to adopt a structured review format for future research. To achieve these objectives, three activities were undertaken, including: 1) a pre-conference web site was constructed where participants completed mandatory exercises before the on-site portion of the workshop; 2) group-work to learn the structured review process during the on-site portion of the workshop; and 3) voluntary follow-up including mentoring/coaching by workshop conveners to support the use of structured reviews in future research after the completion of the on-site portion of the workshop. Assessment of the knowledge, skills, and attitudes of workshop participants was undertaken using an on-site, anonymous, voluntary readiness assessment test (RAT) as well as an on-site, anonymous, voluntary comprehension assessment test (CAT), administered immediately preceding and following the on-site portion of the workshop, respectively. To support the long-term adoption of structured reviews in research, the workshop moderators provided mentoring/coaching to workshop participants in the months following the completion of the on-site portion of the workshop. The value of this long-term mentoring/coaching was assessed by an additional CAT administered one year after the completion of the on-site portion of the workshop. The purpose of this paper is to share: 1) workshop content and format that could be used by other conveners of similar workshops; 2) results of the analysis of the RAT and CATs; and 3) the author’s experience with mentoring/coaching workshop participants on the use of structured reviews.

AU  - Daniel B. Oerther
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Workshop Result: Teaching Structured Reviews to Environmental Engineering Researchers
UR  - https://peer.asee.org/38222
DO  - 10.18260/1-2--38222
ER  -