Project- and Group-Based Learning of Junior Writing in Biology

Writing in Biology, part of the Junior Writing Program, is inherently a project-based learning course. After a Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) workshop, the course was thoroughly revised. Each of six projects was modified to increase student-active and group participation. Base groups with a balanced experience constitution are established using voluntary ordering and random assignment. A walk-around during the initial meeting serves to establish bonding within the base groups. Random groups are used within exercises to stimulate student interaction and familiarity with ad hoc group cooperation. Digital images of, and by, students are used to encourage student interaction and name recognition. A website with the entire course plan is available at an archival site to complement and help elucidate the course

PeerPigeon: A Web Application to Support Generalised Peer Review

Peer Review (also known as Peer Assessment) is an important technique in learning, but can be difficult to support through e-learning due to the complexity and variety of peer review processes. In this paper we present PeerPigeon, a Web 2.0 style application that supports generalised Peer Review by using a canonical model of Peer Review based on a Peer Review Pattern consisting of Peer Review Cycles, each defined in terms of Peer Review Transforms. We also demonstrate how PeerPigeon makes use of a Domain Specific Language based on Ruby to define these plans, and thus cope with the irreducible complexity of the flow of documents around a peer network

Full-Cycle Assessment of Critical Thinking in an Ethics and Science Course

Enhancing critical thinking skills for undergraduate students is important across the curriculum and between disciplines. We report on a method of improving critical thinking skills, which was studied through an Ethics and Science First-Year Seminar course. We used full cycle assessment over a three-year period to assess students’ development and to modify the course teaching and assignments with the goal of increasing student development of critical thinking skills. Data were obtained from student writing throughout the semester during each offering. Modest, but significant, overall gains of ~0.7 on a 4 point scale are reported between early and midterm assignments in the course using a seven trait assessment rubric. Key factors that contribute to the increase in critical thinking skills are identified including peer review, scaffolded assignments, and the use of a grading rubric for each assignment