Proposal Title
Perceptions of peer review: Instructor and students
Session Type
Presentation
Room
FNB 2220
Start Date
4-7-2019 1:30 PM
Keywords
undergraduate scientific writing, peer review, perception, benefits, feedback quality
Primary Threads
Curriculum
Abstract
The iterative process of writing and the benefits of peer review are often overlooked in undergraduate scientific writing, even while the literature argues that exposure to peer review may prepare students for future careers in science and reinforce the significance of the peer review process (Guilford, 2001; Hyatt, Bienenstock, & Tilan, 2017). We present the many benefits of peer review (annotated sources and final essay) from both the perspective of an instructor and survey outcomes from undergraduate students. The students provided their perceptions before and after the peer review session with respect, but not limited, to improving the assignment and quality of feedback from peers. Students’ perceptions of the helpfulness of peer review and the students’ perceptions of their peers’ qualifications to review their work are strongly associated. A majority of students (70%) indicated that they would like to see the peer-review process in other science courses. We recommend incorporating some form of peer review whenever writing is a part of the curriculum.
Elements of Engagement
We will invite participants to answer the student survey using clickers and with audience members considered as peers. We will survey participants about their perspectives on peer review in undergraduate education and whether writing is a part of their curriculum or “under construction.”
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Perceptions of peer review: Instructor and students
FNB 2220
The iterative process of writing and the benefits of peer review are often overlooked in undergraduate scientific writing, even while the literature argues that exposure to peer review may prepare students for future careers in science and reinforce the significance of the peer review process (Guilford, 2001; Hyatt, Bienenstock, & Tilan, 2017). We present the many benefits of peer review (annotated sources and final essay) from both the perspective of an instructor and survey outcomes from undergraduate students. The students provided their perceptions before and after the peer review session with respect, but not limited, to improving the assignment and quality of feedback from peers. Students’ perceptions of the helpfulness of peer review and the students’ perceptions of their peers’ qualifications to review their work are strongly associated. A majority of students (70%) indicated that they would like to see the peer-review process in other science courses. We recommend incorporating some form of peer review whenever writing is a part of the curriculum.