TY - JOUR
T1 - Building a Community of Mentors in Engineering Education Research Through Peer Review Training
AU - Jensen, Karin
AU - Ko, Mia
AU - Lichtenstein, Gary
AU - Watts, Kelsey
AU - Bates, Rebecca A.
AU - Benson, Lisa
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 2037807, 2037788, 2037797. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors thank the program participants for sharing their experiences and the mentors and coaches who support the program. The authors also thank the project advisory board members Rocio Chavela, Bev Watford, and Darryl Williams for their guidance on the project.
Funding Information:
Karin Jensen, Ph.D. is a Teaching Associate Professor in bioengineering at the University of Illinois Urbana-Champaign. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.
Publisher Copyright:
© American Society for Engineering Education, 2022.
PY - 2022/8/23
Y1 - 2022/8/23
N2 - This paper describes the Engineering Education Research (EER) Peer Review Training (PERT) project, which is designed to develop EER scholars' peer review skills through mentored reviewing experiences. Supported by the National Science Foundation, the overall programmatic goals of the PERT project are to establish and evaluate a mentored reviewer program for 1) EER journal manuscripts and 2) EER grant proposals. Concurrently, the project seeks to explore how EER scholars develop schema for evaluating EER scholarship, whether these schema are shared in the community, and how schema influence recommendations made to journal editors during the peer review process. To accomplish these goals, the PERT project leveraged the previously established Journal of Engineering Education (JEE) Mentored Reviewer Program, where two researchers with little reviewing experience are paired with an experienced mentor to complete three manuscript reviews collaboratively. In this paper we report on focus group and exit survey findings from the JEE Mentored Reviewer Program and discuss revisions to the program in response to those findings.
AB - This paper describes the Engineering Education Research (EER) Peer Review Training (PERT) project, which is designed to develop EER scholars' peer review skills through mentored reviewing experiences. Supported by the National Science Foundation, the overall programmatic goals of the PERT project are to establish and evaluate a mentored reviewer program for 1) EER journal manuscripts and 2) EER grant proposals. Concurrently, the project seeks to explore how EER scholars develop schema for evaluating EER scholarship, whether these schema are shared in the community, and how schema influence recommendations made to journal editors during the peer review process. To accomplish these goals, the PERT project leveraged the previously established Journal of Engineering Education (JEE) Mentored Reviewer Program, where two researchers with little reviewing experience are paired with an experienced mentor to complete three manuscript reviews collaboratively. In this paper we report on focus group and exit survey findings from the JEE Mentored Reviewer Program and discuss revisions to the program in response to those findings.
UR - http://www.scopus.com/inward/record.url?scp=85138268790&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85138268790&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85138268790
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022
Y2 - 26 June 2022 through 29 June 2022
ER -