330 Calibrated Peer ReviewTM (Version 4): Documenting the Scholarship of Teaching for Faculty and Building the Confidence of Students in Their Critical Thinking Ability

Thursday, November 5, 2009: 2:40 PM
Charolais (Camino Real Hotel)
Arlene A. Russell , Chemistry and Biochemistry, UCLA, Los Angeles, CA
Faculty-generated writing assignments form the cornerstone of the widely adopted Calibrated Peer Review program, an on-line writing and reviewing instructional program.  The 300 chemistry assignments developed during the past few years attest to the creativity of the chemical educators in our high schools, two-year, and four-year colleges and universities.  Their assignments cover the gamut of the curriculum although the most have been developed for the lower division where large class sizes preclude or deter the use of writing-to-learn.  By contrast with earlier versions, CPR4, facilitates the use, sharing, and improvement of assignments developed by others.  CPR4 documents and keeps records of the use of each assignment in a central server library, thus, giving authors a way to see how others use and adapt their original creative scholarship in developing instructional materials.  This mimic of the research-based "citation index" expands the assessment of teaching from student evaluations and colleague observation within an institution to a national level of peer implementation and adaptation of one's scholarship of teaching.  

New features for students include a tool traditionally available only to editors.  At the instructor's discretion, students can see how others anonymously reviewed the texts they were assigned.  This additional access allowing them to "calibrate" themselves provides yet another way to help students gain confidence in their understanding of the course material and their ability to participate in peer evaluation, a hallmark of research.  These and other new features of CPR4 will be highlighted during the presentation.