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using calibrated peer review cpr to improve students

Cain Project Collaboration. Course planningCommunication instructionInstructional materialsEvaluationIndividual coaching. Tissue Culture Lab (BIOE 342). Junior-level courseRequired for Bioengineering majorsLearn sterile techniquePerform 6 expts using fibroblast cellsTechnical poster is major assignmentTaught since 2001CPR implemented in 2006.

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using calibrated peer review cpr to improve students

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    1. Using Calibrated Peer Review (CPR) to Improve Students’ Ability to Evaluate Technical Posters in a Bioengineering Laboratory Tracy Volz, Ph.D. Ann Saterbak, Ph.D. Rice University

    2.

    3. Tissue Culture Lab (BIOE 342) Junior-level course Required for Bioengineering majors Learn sterile technique Perform 6 expts using fibroblast cells Technical poster is major assignment Taught since 2001 CPR implemented in 2006

    4. Why CPR? Poster assignment started in 2001. One poster Saterbak grades Poster refinement started in 2002. Draft and final posters Saterbak and Volz grade Noticed that students have difficulty with: Technical argument Logical presentation Graphs and tables Drawing appropriate results, conclusions

    5. Add CPR to Course Implemented CPR in 2006 Give students practice to improve skills in noted areas of difficulty Maintained draft and final posters Saterbak and Volz grade NOT used to replace instructor grading

    6. Key Points Adapted CPR for PowerPoint. Calibration material is key to success. Peer evaluation tracks with instructor evaluation. Student self-evaluation does not track with instructor or peer evaluation. Students perceive that their technical critiquing skills improve.

    7. Agenda Poster project description CPR implementation CPR results Survey data Lingering issues

    8. Rationale for Teaching Poster Design Posters require students to: Think critically about experiments Synthesize results Distill key points Display graphs, tables Write succinctly Common communication mode 75% undergraduates doing research

    9. Poster Assignment Objective: Develop poster summarizing results of experiments with fibroblast cells. Assignments: Draft poster (10% of grade) CPR component (10% of grade) Final poster (20% of grade)

    10. Sample Poster

    11. Coaching on Poster Design Implementation: CP gives 30 min presentation on “What makes a good poster.” Students revise 2-3 panels. Students view several excellent posters. Emphasis on 16 CPR questions.

    12. CPR Questions (of 16)

    13. CPR Questions (of 16)

    15. Effect of Serum Concentration on Cell Proliferation

    16. Anti-PCNA Staining Assay assesses stage of cell cycle at one instance (day 2) Cell Proliferation Assay measures proliferation over time period (7 days) Together, assays suggest that cells in 10% FBS reach the S phase and proliferate faster than in 1% or 5% FBS Hypothesize: cells reaching S phase earlier also advance through cell cycle quicker and thus proliferate faster Anti-PCNA Staining and Cell Proliferation Assays

    17. Anti-PCNA Staining Assay assesses stage of cell cycle at one instance (day 2) Cell Proliferation Assay measures proliferation over time period (7 days) Together, assays suggest that cells in 10% FBS reach the S phase and proliferate faster than in 1% or 5% FBS Hypothesize: cells reaching S phase earlier also advance through cell cycle quicker and thus proliferate faster Anti-PCNA Staining and Cell Proliferation Assays

    19. PowerPoint Procedure

    20. First Implementation in 2006 Investment Developed instructional materials Devised process to support PPT files Created a CPR user’s guide Added a training session Outcome All students failed calibrations

    21. Key Improvements in 2007 Investment Located appropriate journal article Replaced calibration samples Training Saterbak walked through poster evaluation on CPR Helped establish calibration scale Encouraged students to record calibration responses

    22. Key Improvements in 2007 Reset CPR Scoring Template Miss 8 of 16 calibration questions Relaxed standard deviation (3) Peer reviews Self assessment Outcome 79% passed all 3 calibration posters 21% failed 1 of 3 calibration posters

    23. Parts of CPR Grades

    24. How Self-Evaluations and Peer-Evaluations Compare

    25. Instructor & Peer Grades Track

    26. Instructor & Self-evaluation Grades Do NOT Track

    27. Self- & Peer-Evaluations Grades Do NOT Track

    28. Calibration prepared me to review peers’ posters.

    29. Rate consistency of peer and instructor feedback

    30. Insights gained as a result of reviewing peers’ posters

    31. Insights gained as a result of reviewing peers’ posters

    32. Rate how participation in CPR affected ability to evaluate and critique tech poster

    33. Does CPR add value to course?

    34. Lingering Issues Instructors 3 point scale Logistics Students Grading Timing

    35. Next Phase of Collaboration Focus on argument structure Raise standards Report research findings

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