Using a Teaching Intervention and Calibrated Peer Review™ Diagnostics to Improve Visual Communication Skills.
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.
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Related Subject Headings
- Test Taking Skills
- Social Skills
- Male
- Learning
- Humans
- Female
- Biomedical Engineering
- Bioengineering
- Audiovisual Aids
- Adult
Citation
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Test Taking Skills
- Social Skills
- Male
- Learning
- Humans
- Female
- Biomedical Engineering
- Bioengineering
- Audiovisual Aids
- Adult