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Using Peer Review in Engineering Technology Courses
Incorporating student peer review in some engineering technology courses can help students improve collaboration and work ethic as well as become better readers, better writers, and better presenters. The data collected from such experiences can be used later on to satisfy the ABET student outcomes g. (an ability to apply written, oral, and graphical communication in both technical and non-technical environments, and an ability to identify and use appropriate technical literature), i. (an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity), and outcome k (a commitment to quality, timeliness, and continuous improvement) (1).
This work details the authors’ experience introducing peer review in courses such as Introduction to Engineering Technology, Thermodynamics, and Senior Technology Capstone. For example, during the Senior Technology Capstone course, the students were recorded during the proposal presentations and asked to self-evaluate their performance and to evaluate their peers. Significant improvements in presentation skills were observed during the final presentations. Our students showed criticism to their own performance, which is an important step towards self-improvement. In addition, tips and suggestions are provided based on the students’ feedback and instructors’ personal experience. Especially when started during the freshman years, the peer review can be an excellent tool to increase the student communication skills and self-awareness.