Abstract
Since 2016, our cross-disciplinary faculty research team has investigated the effectiveness of student-led peer-review/critique in the undergraduate college classroom. We identified pedagogical methods for building an effective environment for undergraduates to engage in this practice and developed a protocol designed to aid faculty across disciplines in implementing effective peer-review/critique in their college classrooms. Prior research demonstrates that peer review/critique has multiple metacognitive, social/emotional, and professional benefits for learners, but faculty find it challenging to promote meaningful student engagement in the process. Our research is situated within the field of Scholarship of Teaching and Learning and is interdisciplinary. We implemented our protocol with Literature, History, Creative Writing, Design, Animation, and Education students. We assessed our intervention utilizing methods from education action research and mixed methods of data collection and analysis. We hypothesized that developing a community of trust was a crucial pre-condition for learners to engage effectively in peer-review/critique. We tested this hypothesis through pre- and post-surveys of student perceptions, artifact analysis, and analysis of qualitative field notes. Our findings suggest that building student buy-in in the peer review process before engaging in peer review activities strengthens learning outcomes and enhances students’ collaborative and metacognitive skills. We conclude that a necessary first step for effective peer review/critique in the classroom should be a series of learning activities designed to increase student trust in the process.
Presenters
Liv CumminsProfessor of Drama & Creative Writing , Humanities, Lesley University, United States William Porter
Adjunct Professor , Animation and Motion Media, Lesley University, United States Lisa Spitz
Assistent Professor, Design, Lesley Univeristy, Massachusetts, United States Kimberly Lowe
Associate Professor of History, Humanities/History, Lesley University, Massachusetts, United States Summer Clark
Associate Professor, Education, Lesley University, Massachusetts, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Peer Review, Peer Critique, Pedagogy, Cross-Disciplinary, Higher Ed, Community, Collaboration
