Using a Teaching Intervention and Calibrated Peer Review™ Diagnostics to Improve Visual Communication Skills.

Journal Article (Journal Article)

Rice University's bioengineering department incorporates written, oral, and visual communication instruction into its undergraduate curriculum to aid student learning and to prepare students to communicate their knowledge and discoveries precisely and persuasively. In a tissue culture lab course, we used a self- and peer-review tool called Calibrated Peer Review™ (CPR) to diagnose student learning gaps in visual communication skills on a poster assignment. We then designed an active learning intervention that required students to practice the visual communication skills that needed improvement and used CPR to measure the changes. After the intervention, we observed that students performed significantly better in their ability to develop high quality graphs and tables that represent experimental data. Based on these outcomes, we conclude that guided task practice, collaborative learning, and calibrated peer review can be used to improve engineering students' visual communication skills.

Full Text

Duke Authors

Cited Authors

  • Saterbak, A; Moturu, A; Volz, T

Published Date

  • March 2018

Published In

Volume / Issue

  • 46 / 3

Start / End Page

  • 513 - 524

PubMed ID

  • 29101497

Pubmed Central ID

  • PMC5809568

Electronic International Standard Serial Number (EISSN)

  • 1573-9686

International Standard Serial Number (ISSN)

  • 0090-6964

Digital Object Identifier (DOI)

  • 10.1007/s10439-017-1946-x


  • eng