Project Investigator(s): Ashley Welsh, Faculty Liaison (Science); Joanne Fox, Principal, Vantage College
Project Description
This research aims to investigate how international first-year students’ engagement with peer review activities in a first year science communications course influences their perception of peer review and their own approaches to writing. Analysis of a survey instrument, student coursework, classroom observations, and written reflections will assist in pinpointing which course activities and resources were most influential to students’ perceptions and writing.
Research Questions
How do international students’ perceptions and engagement with peer review change as a result of taking SCIE 113, a first-year writing-intensive science course?
Impact on teaching and learning at UBC
This project will help to evaluate current curricular and pedagogical techniques and offer improvements for future iterations of SCIE 113 at UBC Vantage College. It will provide insight into how we can enhance English language learners’ abilities to provide constructive feedback to their peers and to receive (and implement) feedback about their own writing. The project will be scaled up by collaborating with individuals from the direct entry SCIE 113 and SCIE 300 (third-year course in science communication and reporting) courses. This collaboration will provide a better picture of how peer review is being utilized within science courses at UBC.
Achieved Outcomes
The main outcomes were that there were three main pillars for providing effective scaffolding for peer assessment: frame writing as a process; provide guided practice with giving and receiving feedback; and encourage vulnerability and authenticity. With respect to student perceptions, students were unsure/hesitant about peer review early in the term, but with support/practice, they became increasingly positive about the experience and began to reflect upon how they could improve their ability to provide constructive criticism to their peers (it was less about what their peers provided, and more about how they could provide effective feedback).