Abstract
A peer review cycle was added to the project in a senior capstone design course to further ABET program outcomes. Many instructors utilize peer review in courses, some in capstone courses. For the most part, these peer reviews are either for the purpose of students on a team evaluating the contributions of other members of their team, or they are a peer review cycle focused on increasing the writing ability of the students. In this case, student teams were asked complete a technical review of the work being done by another student group and provide formative
assessment feedback approximately half-way through the project completion. This feedback included assessment of the technical content, as well as assessment of the presentation of ideas in a design submittal, and is similar to redlining a set of plans. Students were evaluated on the quality of the feedback provided and were expected to address the feedback received. In summary, this paper will present a model for classroom practice, which is based on the peer review, tutoring, and teaching literature, to develop both knowledge and skills in students. Evidence of the effectiveness of this strategy also will be presented.
assessment feedback approximately half-way through the project completion. This feedback included assessment of the technical content, as well as assessment of the presentation of ideas in a design submittal, and is similar to redlining a set of plans. Students were evaluated on the quality of the feedback provided and were expected to address the feedback received. In summary, this paper will present a model for classroom practice, which is based on the peer review, tutoring, and teaching literature, to develop both knowledge and skills in students. Evidence of the effectiveness of this strategy also will be presented.
| Original language | English |
|---|---|
| Title of host publication | Innovating Engineering and Engineering Technology Education |
| Place of Publication | USA |
| Publisher | American Society for Engineering Education |
| Pages | 1-7 |
| Number of pages | 7 |
| Publication status | Published - 2011 |
| Event | ASEE-GSW Annual Conference 2011: American Society of Engineering Education Gulf Southwest Annual Meeting Conference on Engineering and Technology - Westin Oaks at the Galleria, Houston, United States Duration: 09 Mar 2011 → 11 Mar 2011 |
Conference
| Conference | ASEE-GSW Annual Conference 2011 |
|---|---|
| Abbreviated title | Innovating Engineering and Engineering Technology Education |
| Country/Territory | United States |
| City | Houston |
| Period | 09/03/11 → 11/03/11 |
| Other | Founded in 1893, the American Society for Engineering Education is a nonprofit organization of individuals and institutions committed to furthering education in engineering and engineering technology. It accomplishes this mission by promoting excellence in instruction, research, public service, and exercising worldwide leadership; fostering the technological education of society; and providing quality products and services to members. In pursuit of academic excellence, ASEE develops policies and programs that enhance professional opportunities for engineering faculty members, and promotes activities that support increased student enrollments in engineering and engineering technology colleges and universities. Strong communication and collaboration with national and international organizations further advances ASEE's mission. The Gulf-Southwest Section of ASEE represents ASEE members in New Mexico, Texas, and Louisiana. Through the Gulf-Southwest Section, members participate in professional activities at the local level, and form regional networks of educators with common interests and goals. Section activities include conducting an annual section conference; conducting workshops and professional development activities for faculty members and administrators; sponsoring awards for professional excellence; and issuing newsletters. |