Engineering Equity Through Writing: An Experimental Study of Calibrated Peer Review

• In Event: Marriott Roundtable Session 49
  In Roundtable Session: Faculty, Curriculum, and Teaching in STEM

Abstract

Although effective technical communication is an important outcome of undergraduate education in STEM fields, limited process-based writing instruction occurs in these disciplines. Calibrated Peer Review (CPR) software allows instructors to incorporate writing assignments using student-centered technology. This study employs an experimental design to examine the use of CPR to improve lab report writing in an engineering course. Results indicate that students who complete Methods and Discussion modules earn higher lab report grades than students who complete Abstract and Introduction modules (which are generally less difficult to write). Further, five of six computer-generated accuracy measures significantly predict students’ final lab report grade. Finally, CPR appears to be a more equitable assessment tool than other assignments used in the course.

Authors

• KC Culver, The University of Iowa

• Ethan W. Youngerman, New York University

• Nayoung Jang, The University of Iowa