Collaborative Research: Improving Engineering Communication Education with Enhanced Calibrated Peer Review

跨学科(99)这个项目建立在校准同行评议(CPR)在STEM课程中实施以写为学的教学法的公认好处的基础上。四个机构合作扩展软件平台和教学模式，以便在工程课程中纳入视觉交流和口头演示。该团队开发和实地测试了一个学习活动库，充分利用了CPR网络交付的工作空间，这些活动(1)教会学生如何识别特定作业的成就水平，(2)指导同行评议会议，为学生提供定量和定性的形成性评估，(3)鼓励学生对任务产生和任务过程进行深层次的自我反思。工作场所不断变化的现实导致在工程教育中更加强调专业技能。更具体地说，工程与技术认证委员会(ABET)包括一个明确的标准，即工程专业毕业生需要证明有效沟通的能力。然而，内容密集型工程课程的讲师可能不愿通过增加交流练习来增加已经很重的教学/评分负担。作为一个异步的在线学习环境，CPR帮助工程学教师在不显著增加工作量的情况下，包括参与沟通的任务。该项目首先对任务类型进行分类，包括在工程实践中使用的各种有效的视觉和口头交流。然后提取绩效标准，并在此框架上设计CPR学习模块。这些材料和方法通过一个网站和国家会议的讲习班传播。

INTERDISCIPLINARY (99)This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences.