Please note this course is for demonstration purposes only! Create a Word document and write a short tutorial on completing a task or a quick tip that other students will find helpful. Submit the document to this page. The peer reviews will appear on the right sidebar once you have been assigned to review another student's work. Archived courses Home Smarthinking Online Tutoring.
Example - Peer Review. Can't change a rubric once you've started using it. Find a Rubric. Title: Find Rubric. You've already rated students with this rubric. Any major changes could affect their assessment results. Edit criterion description Delete criterion row. Edit rating Delete rating. This area will be used by the assessor to leave comments related to this criterion.
This criterion is linked to a Learning Outcome Description of criterion. Total Points: 5. I'll write free-form comments when assessing students. Remove points from rubric. Don't post Outcomes results to Learning Mastery Gradebook.
Use this rubric for assignment grading. Hide score total for assessment results. Cancel Create Rubric. Long Description. Cancel Update Criterion. Additional Comments: Cancel Update Comments. Additional Comments:. Rating Score. Rating Title. Rating Description.
Cancel Update Rating. Total Points: 5 out of 5. Edit rating Delete rating 5. Edit rating Delete rating 3.Instead, instructors should approach peer review as an opportunity to teach these skills and for students to practice them. This handout presents a specific mode of approaching peer review. Many instructors who have incorporated peer review into their courses report less than satisfying results.
A vaguely positive response allows them to avoid a socially uncomfortable situation and to create an environment of mutual support Nilson Undergraduate students often have an inadequate understanding of these criteria, and as a result, they either ignore or inappropriately apply such criteria during peer-review sessions Nilson Many students do not perceive feedback from peers as relevant to the process of writing a paper for a course.
Even when they take seriously feedback provided by their peers, students often do not know how to incorporate that feedback when they revise their papers. The approach to peer review discussed in this handout has been developed to help instructors respond to the challenges described above. Identify and teach the skills required for peer review. As you are planning your course, make a list of the skills that students should be learning and putting into practice when participating in peer review.
Teach peer review as an essential part of the writing process. Emphasize to students that peer review is not just a course requirement: it is an essential part of the writing process that all successful writers engage in at some point. Your students may not realize the extent to which scholars and other professionals practice peer review as an integral part of producing effective writing in their fields. Consider explaining why, as a scholar, you find peer review helpful-even when you do not agree with or appreciate every comment made by a peer- reviewer.
Peer Review Assignments
Remind students that the process of producing academic and professional writing generally involves three steps: drafting, revising, and editing. Peer review is often most helpful to student writers when it is utilized between the drafting and revision stages, or after each student has produced a complete draft, but while there is still time to make substantial changes. The purpose of peer review as a prelude to revision is to help the writer determine which parts of the paper are effective as is, and which are unclear, incomplete, or unconvincing.
Describe peer review as an opportunity for students to learn how to write for an audience. Undergraduate students often do not perceive how completing academic writing assignments will prepare them for work in the professional world.
One way to help them make this connection is to point out a fact that many instructors take for granted but that undergraduates need to be reminded of: no matter what university students end up doing after graduation, the quality of their ideas and their work will be judged, in a large measure, by how well they can communicate in writing to diverse audiences.
Participating in peer review can help them learn to shape their written language as a medium of communication with readers.The goal of the course is to give you the tools to initiate a project plan, manage both stakeholders and relationships, organize their team, develop a project charter, and build a business case for a project.
By the end of this course you will be able to: - Perform a project assessment using information from previous projects and lessons learned - Identify key deliverables based on business requirements while managing customer expectations - Perform a stakeholder analysis and create a management plan - Analyze and develop a project organization - Create a project charter - Explain the business case for a project and calculate Net Present Value - Inform stakeholders of the charter and ensure all parties know the deliverables and expectations As part of the course, you will prepare organization charts, create a Stakeholder Register, and write a Project Charter based on an engineering project in a provided Case Study.
The Stakeholder Register will outline the key parties to the project, their concerns and how you will manage their expectations. Your Project Charter will provide the key guidance your team needs to understand the scope, requirements and purpose for the project. Learners who complete this course on the Certificate track will be awarded 12 hours of Profession Development Units.
Really good course with assignments that require quite an amount of brainstorming, leaving you with a good feeling of satisfaction and more knowledge than before. The course is extremely helpful in learning some new concepts and also to recapitulate the learning. I strongly recommend this for my colleagues and friends. Loupe Copy. Engineering Project Management: Initiating and Planning.
Course 1 of 3 in the Engineering Project Management Specialization. Enroll for Free. From the lesson. You will review the case study, apply lessons learned about project management and submit a project plan.Otis College: Peer Writing Review Process
After you submit the plan, you will peer review the plans of three classmates. Peer Review Assignments Course Conclusion Taught By. Try the Course for Free. Explore our Catalog Join for free and get personalized recommendations, updates and offers. Get Started.
All rights reserved.The genesis of this paper is the proposal that genomes containing a poor percentage of guanosine and cytosine GC nucleotide pairs lead to proteomes more prone to aggregation than those encoded by GC-rich genomes. As a consequence these organisms are also more dependent on the protein folding machinery. If true, this interesting hypothesis could establish a direct link between the tendency to aggregate and the genomic code.
In their paper, the authors have tested the hypothesis on the genomes of eubacteria using a genome-wide approach based on multiple machine learning models. The authors classified different eubacterial proteomes in terms of their aggregation propensity and chaperone-dependence.
For this purpose, new classifiers had to be developed which were based on carefully curated data. They took account for twenty-four different features among which are sequence patterns, the pseudo amino acid composition of phenylalanine, aspartic and glutamic acid, the distribution of positively charged amino acids, the FoldIndex score and the hydrophobicity.
These classifiers seem to be altogether more accurate and robust than previous such parameters. The authors found that, contrary to what expected from the working hypothesis, which would predict a decrease in protein aggregation with an increase in GC richness, the aggregation propensity of proteomes increases with the GC content and thus the stability of the proteome against aggregation increases with the decrease in GC content.
The work also established a direct correlation between GC-poor proteomes and a lower dependence on GroEL. The authors conclude by proposing that a decrease in eubacterial GC content may have been selected in organisms facing proteostasis problems. A way to test the overall results would be through in vitro evolution experiments aimed at testing whether adaptation to low GC content provide folding advantage.
The main strengths of this paper is that it addresses an interesting and timely question, finds a novel solution based on a carefully selected set of rules, and provides a clear answer. As such this article represents an excellent and elegant bioinformatics genome-wide study which will almost certainly influence our thinking about protein aggregation and evolution.
Some of the weaknesses are the not always easy readability of the text which establishes unclear logical links between concepts. Another possible criticism could be that, as any in silico study, it makes strong assumptions on the sequence features that lead to aggregation and strongly relies on the quality of the classifiers used.
Even though the developed classifiers seem to be more robust than previous such parameters, they remain only overall indications which can only allow statistical considerations. It could of course be argued that this is good enough to reach meaningful conclusions in this specific case.
The paper by Chevalier et al. The authors tested the CytoPatch automated patch-clamp equipment and performed whole-cell recordings in HEK cells stably transfected with human Nav1. Furthermore, they also tested the electrophysiological properties of human induced pluripotent stem cell-derived cardiomyocytes hiPS provided by Cellular Dynamics International. The title and abstract are appropriate for the content of the text.
Furthermore, the article is well constructed, the experiments were well conducted, and analysis was well performed. I NaL is a small current component generated by a fraction of Nav1. I NaL critically determines action potential duration APDin such a way that both acquired myocardial ischemia and heart failure among others or inherited long QT type 3 diseases that augmented the I NaL magnitude also increase the susceptibility to cardiac arrhythmias.
Therefore, I NaL has been recognized as an important target for the development of drugs with either antiischemic or antiarrhythmic effects. Unfortunately, accurate measurement of I NaL is a time consuming and technical challenge because of its extra-small density.
The automated patch clamp device tested by Chevalier et al. The results here presented merit some comments and arise some unresolved questions. First, in some experiments such is the case in experiments B and D in Figure 2 current recordings obtained before the ranolazine perfusion seem to be quite unstable.
Indeed, the amplitude progressively increased to a maximum value that was considered as the control value highlighted with arrows. Can this problem be overcome? Is this a consequence of a slow intracellular dialysis? Second, as shown in Figure 2, intensity of drug effects seems to be quite variable. Even assuming the normal biological variability, we wonder as to whether this broad range of effect intensities can be justified by changes in the perfusion system.
Has been the automated dispensing system tested? The authors demonstrated that the recording quality was so high that the automated device allows to the differentiation between noise and current, even when measuring currents of less than 5 pA of amplitude.Professor Bettis designs writing assignments that require students to engage with key course questions.
The process is similar to the process of peer review outlined above. Each paper is given a final grade based upon a combination of:. The instructor can review scores flagged for potential problems and override them as needed. Since CPR is an online tool, it also avoids the time limitations of an in-class review, allowing for deeper thinking and reflection.
Skip to main content. University of Iowa Search. Table of Contents Get Help Print. First, students write and submit their own papers.
Next, students calibrate their understandings of the characteristics of successful essays and problematic essays by reviewing sample papers written by the instructor to highlight either common thinking or writing errors or to model adept disciplinary thinking. This rubric is formulated to help students provide concrete, useful peer feedback and also helps students to reflect more deeply on important issues explored in the course.
Students review their own writing, reflecting on the new ideas and skills they have acquired in the peer review process. Center for Teaching Students in certain disciplines may not expect to write at all or at least not in a large-lecture course. Professor Bettis and other researchers and practitioners strongly recommend taking time to help students understand how writing and peer review will help students achieve course learning objectives. Students will learn the most from the peer review exercise when both the writing assignment guidelines and the peer review rubric are deliberately engineered to assess and promote student achievement of course learning objectives.
Peer reviewing is a skill, and most students will benefit from guidance about how to do it appropriately. Peer review can be anonymous or signed, and peer-review groupings may be either random or engineered by the instructor. The class size, environment, course content and other considerations may influence how peer review assignments are set up.
Rather than ask students whether a paper is well-argued, reviewers can underline the sentence they think is the thesis statement and identify the types of supporting evidence used by the author.
CPR grades closely match grades provided by TAs. Skip to main content. University of Iowa Search. Table of Contents Get Help Print. Need help with Peer Review: Best Practices? Center for Teaching The Search library page allows you to search the library and view a limited amount of information about all of the available assignments. The sample below lets you see a complete assignment. This assignment assumes that you have had prior instruction on the English system of measurement and the SI Metric system of measurement.
You will see how important measurement was to the medieval Flemish society by exploring the painting entitled, "The Measurers. A Dictionary of Units This web site will guide you through the SI system and its correlation to the English system of measurement. One of the most important activities of science is measurement.
Measurement is a means of quantifying properties for identification. For example, density is the relationship between the mass and volume of a pure substance. One could determine if a piece of yellow metal is gold by determining its density.
Measurement allows scientists to make comparisons. Measurement also provides a means by which scientists can judge the reproducibility of experimental procedure.
However, measurement is not an activity that is restricted to scientists. Every age and every culture in the world has developed a measurement system. Measurement is as old as an ancient Egyptian using a cubit unit to measure the height of a pyramid. It is as new as a programmer using a Megabyte unit to indicate the memory capacity of computer software.
Make sure that you are able to convert units within and between the SI and English measurement systems. When you have completed the explorations and are able to answer all of the questions suggested in the "Guidance for Writing your Text", return to this page and continue with the writing assignment.
Something to think about: The SI measurement system was officially adopted for use in the scientific community in Prior to that most measurements intended for scientific purposes were expressed in Metric units.
Given the wide variety of measuring systems in the world, why did the scientific community choose SI as their preferred measurement system? In writing your text pay attention to the logical flow of the ideas and transitions between sections. Your text should not be just a list of answers to the questions posed above. Write a grammatically correct essay of the required length that defends the use of the SI measurement system in science.
The essay should integrate the issues raised by the guiding questions. Be sure to compare and contrast SI to at least one other measurement system within the body of the text.
Give at least three reasons for the use of the SI system in science.
Using Peer Review to Help Students Improve Their Writing
Note : Formatting from word processors is NOT preserved when you copy and paste into the text box below. Click on the"Formatting Help" button to learn how to easily format your essay with subscripts and superscripts, as well as line returns and paragraphs. This will show you exactly how your text will appear to reviewers. Measurement is extremely important to both everyday human interaction and to scientific research.