Document Type

Conference Paper

Publication Date

2017

Publication Title

2017 ASEE Annual Conference Proceedings

Pages

1-9

Conference Name

2017 ASEE Annual Conference and Exposition, Columbus, Ohio, June 24-28, 2017

Abstract

Professional engineers spend a considerable portion of their day writing, yet disciplinary writing skills are not addressed in many engineering courses. This study investigates peer review as a mean to enhance student writing in engineering courses. Students completed formative peer reviews using an online peer review system for a group project in a fluid mechanics course (with online and face-to-face sections) and for an individual writing assignment in a senior capstone class in mechanical engineering. A university-wide rubric for disciplinary writing was used to assess student writing performance on interim and final assignments completed over the course of a semester. Online surveys were used to assess student perceptions of the peer review process. The study was implemented over two semesters with iterative revisions in instruction made between semesters based on initial findings. Results suggest that peer review can increase student performance, as long as reflections are used to prompt student revision, regardless of the class delivery method or assignment type.

Comments

© 2017 American Society for Engineering Education, ASEE Annual Conference Proceedings, Columbus, Ohio, June 24-28, 2017.

Original Publication Citation

Ringleb, S. I., Ayala, O. M., & Kidd, J. (2017). Implementing peer-review activities for engineering writing assignments. Paper presented at the 2017 ASEE Annual Conference and Exposition, Columbus, Ohio.

ORCID

0000-0003-0604-8606 (Ayala)

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