Incorporating technical peer review of civil engineering student projects

Luciana R Barroso, James Morgan

Research output: Book chapter/Published conference paperConference paper

4 Citations (Scopus)
36 Downloads (Pure)


Practicing engineers use peer review of most work products on a regular basis. While peer review of team members and peer review of classmate’s writing and presentation has been extensively researched, the use of student peer review of engineering work products has not been similarly explored in engineering. This paper presents the implementation of a peer-review cycle into the team course project in both a junior-level structural analysis course and a senior-level capstone civil engineering design course. The peer review process asks students to evaluate and provide feedback on both the analytical content as well as the written presentation of the project. This process allows students to see different approaches to the same problem. Their familiarity with the problem allows them to provide constructive feedback, while reviewing the work of another group allows them an objectivity they cannot yet apply to their own work. The peer review cycle not only enhances the learning of the material for the course, but it is also a critical engineering skill for students. This paper presents a model for classroom practice, which is based on the peer review, tutoring, and teaching literature, to develop both knowledge and skills in students.
Original languageEnglish
Title of host publicationProceedings of the 118th ASEE Annual Conference & Exposition
Subtitle of host publicationYour Passport to Engineering Education
Place of PublicationUnited States
PublisherAmerican Society for Engineering Education
Number of pages14
Publication statusPublished - 2011
Event2011 ASEE Annual Conference and Exposition - Vancouver Convention Center, Vancouver, Canada
Duration: 26 Jun 201129 Jun 2011


Conference2011 ASEE Annual Conference and Exposition
Abbreviated titleYour Passport to Engineering Education
OtherThe ASEE Annual Conference and Exposition is the only conference dedicated to all disciplines of engineering education. It is committed to fostering the exchange of ideas, enhancing teaching methods and curriculum, and providing prime networking opportunities for engineering and technology education stakeholders such as deans, faculty members and industry and government representatives. The ASEE Annual Conference & Exposition hosts over 400 technical sessions, with peer-reviewed papers spanning all disciplines of engineering education. Attendees include deans, faculty and researchers, students, and retirees. Distinguished lectures run throughout the conference, starting with the main plenary. In addition to various award receptions and banquets, ASEE hosts a complimentary "Meet the Board Forum," providing the opportunity for all registrants to meet with members of the ASEE Board of Directors and discuss current issues in engineering and technology. The spouse/guest tours help make the conference an event for the entire family. Other highlights include the "Greet the Stars" orientation for new ASEE members and first-time conference attendees, the ASEE Picnic, and the "Focus on Exhibits" Happy Hour and Brunch. The 2011 conference will be in Vancouver, B.C., Canada. We look forward to welcoming you there.
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