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Teaching Students To Give And To Receive: Improving Interdisciplinary Writing Through Peer Review, Julia Morris, Jennifer Kidd
Teaching Students To Give And To Receive: Improving Interdisciplinary Writing Through Peer Review, Julia Morris, Jennifer Kidd
Teaching & Learning Faculty Publications
The context for this study is a multidisciplinary collaboration of six faculty members using peer review in their respective disciplines with the goal of improved student writing. Faculty members developed their own assignments and methods for implementing peer review, but each followed the same guidelines. Students submitted drafts to peers who made comments and used a rubric to provide formative feedback. The instructors used a variety of tools to support peer review, including Google Drive, Blackboard, and Expertiza, a dedicated peer-review system. Students reflected on the peer review process in an online survey after each round of peer review. The …
Navigating The Pre-Tenure Review Process: Experiences Of A Self-Study Researcher, Brandon Butler
Navigating The Pre-Tenure Review Process: Experiences Of A Self-Study Researcher, Brandon Butler
Teaching & Learning Faculty Publications
Four years after the first Castle Conference, Cole and Knowles (1998) wrote of teacher educator concerns in conducting self-study research: "Concerns about institutional responses to self-study mainly are rooted in issues associated with tenure and promotion ... " (p. 225). The publication of Studying Teacher Education and increased acceptance of self-study research in teacher education journals provide an avenue for self-study researchers to publish in respected, refereed journals. Questions of self-study's validity, rigor, and trustworthiness have a long history (e.g., Bullough & Pinnegar, 2001). However, questions remain around the acceptance of self-study research among tenure and promotion committees. Institutional context …