Improving engineering education with enhanced Calibrated Peer Review - Assessment of a collaborative research project
Document Type
Conference Proceeding
Publication Date
1-1-2012
Abstract
Calibrated Peer Review (CPR™) is an online application that was developed to enable students to critically review other students' written assignments as a learning tool for their own written work. This paper describes the results of a project to create an enhanced version of CPR, both to allow for the input and review of visual and spoken (video) components by students and also to permit the expansion of this functionality to the 2500 assignments that have already been developed. The primary objectives of this project grant follow: • Create an enhanced version of CPR™ (Version 5), both to allow for the input and review of visual and oral (video) components by students and also to permit the expansion of this functionality to the 2500 assignments that have already been developed by the 100's of faculty in the 950 institutions who have current CPR accounts on the UCLA server. • Train engineering faculty at the collaborating institutions in the development and use of visually rich CPR assignments. • Develop pedagogically driven assignments for a set of core engineering courses. • Assess the impact of the integration of writing and visual communication on course development, student performance, and student confidence in communication skills. Development of CPR (Version 5) was completed to accommodate input and access to visual tools. This version was beta-tested and revised, allowing for existing assignments in version 4 to be modified to accept graphical and visual input. Complications in uploading student work and accessing calibration artifacts, as well as difficulties in the assignment authoring process, suggest a need for upgrades to the interface between the central assignment database and the enhanced version of CPR. Despite these challenges, however, participating engineering faculty successfully completed the development and implementation of assignments, and students were able to calibrate and participate in online peer review of communication assignments in core engineering courses. While faculty encountered obstacles when attempting to seamlessly integrate video components, videotaped oral presentation assignments were shown to be adaptable to the CPR format. Students also completed technical poster assignments and dimensioning assignments involving engineering graphics. © 2012 American Society for Engineering Education.
Publication Source (Journal or Book title)
ASEE Annual Conference and Exposition, Conference Proceedings
Recommended Citation
Carlson, P., Russell, A., Waggenspack, W., Wilmot, C., Bowles, D., Voltmer, D., Monroe, W., Hull, W., & Raubenheimer, D. (2012). Improving engineering education with enhanced Calibrated Peer Review - Assessment of a collaborative research project. ASEE Annual Conference and Exposition, Conference Proceedings Retrieved from https://repository.lsu.edu/bio_engineering_pubs/484