International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 2, July 2009
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to current issues pageResearch Article
Excerpt
Improvement in Writing and Reviewing Skills with Calibrated
Peer ReviewTM
This study analyzed results of an NSF-funded project that used
Calibrated Peer Review (CPR)TM to promote writing and reviewing skills.
The specific focus of the study was whether students at different levels
of performance showed improvement in writing and reviewing competency
with repeated use of CPR. The study paid specific attention to progress
made by initially lower performing students. The courses of nine instructors
with a total of 789 students were included. Repeated measures analyses
indicated that across different science disciplines and student levels,
students showed improvement in writing skills and reviewer competency
with repeated use of CPR. In addition, the difference in scores between
high and low performing students decreased over time in both writing
skills and reviewer competency.
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Adalet Baris Gunersel
Temple University
Philadelphia, Pennsylvania, USA
bgunersel@temple.edu
I have a B.A. in English and German from Oberlin College and a Ph.D. in Educational Psychology from Texas A&M University, College Station. I was the Research Assistant at the Center for Teaching Excellence (CTE) for five years. As a part of a project funded by the National Science Foundation, I worked with faculty on classroom research and co-authored a series of recent articles. Currently, I am the Assistant Director at the Teaching and Learning Center at Temple University, Philadelphia. My teaching and research interests include educational development, instructional theory, technological teaching tools, education’s impact on the teacher and learner, faculty development, and intelligence and creativity. Currently I am working on various research projects with faculty members who are interested in educational research.
Nancy Simpson
Texas A&M University
College Station, Texas, USA
n-simpson@tamu.edu
I have a B.A. in Mathematics from Luther College, an M.S. in Mathematics and Ph.D. in Curriculum and Instruction from Texas A&M University (TAMU). I was affiliated with the Center for Teaching Excellence at TAMU for seventeen years, first as instructional consultant and then as director. I am currently Clinical Professor and Director of Business Undergraduate Special Programs at TAMU’s Mays Business School. I teach Finite Mathematics and Calculus for business majors, as well as a sophomore-level business course designed to develop student competencies in communication, teamwork, and ethical decision making. I am always looking for better ways to engage students in learning and am particularly interested in the application of findings from the field of positive psychology to both educational and business enterprises.