TY - JOUR
T1 - Building Research Skills through Being a Peer Reviewer
AU - Benson, Lisa
AU - Bates, Rebecca A.
AU - Jensen, Karin
AU - Lichtenstein, Gary
AU - Watts, Kelsey
AU - Ko, Mia
AU - Albayati, Balsam
N1 - Funding Information:
Acknowledgments: This material is based upon work supported by the National Science Foundation under Grant No. 2037807. 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 wish to thank the program participants for sharing their experiences and the mentors and coaches who support the program. We thank EER PERT project advisory board members Rocio Chavela, Bev Watford and Darryl Williams for providing guidance on the development of this project.
Publisher Copyright:
© American Society for Engineering Education, 2021
PY - 2021/7/26
Y1 - 2021/7/26
N2 - This paper describes a peer reviewer mentoring program called the Engineering Education Research Peer Review Training (EER PERT) project and serves as a pilot study on longitudinal effects on researchers' productivity and the impact of their work, differences in these factors for those who review journal manuscripts and those who review grant proposals, and what aspects of peer review training (knowledge, resources, collaborations, etc.) participants actually carry forward in their own research. Overall, the project seeks to investigate how engineering education research (EER) scholars develop skills and schema for reviewing scholarship, particularly in terms of developing constructive reviews that build expertise and advance knowledge. The Journal of Engineering Education (JEE) Mentored Reviewer Program constitutes the first phase of the EER PERT project. In this paper, we report on goals, structure and activities for the JEE Mentored Reviewer Program, pilot data from participants' applications and exit surveys that will inform the EER PERT project in terms of participants' developing skills and schema for reviewing and conducting EER, and provide initial suggestions from the training program that may benefit scholars new to EER.
AB - This paper describes a peer reviewer mentoring program called the Engineering Education Research Peer Review Training (EER PERT) project and serves as a pilot study on longitudinal effects on researchers' productivity and the impact of their work, differences in these factors for those who review journal manuscripts and those who review grant proposals, and what aspects of peer review training (knowledge, resources, collaborations, etc.) participants actually carry forward in their own research. Overall, the project seeks to investigate how engineering education research (EER) scholars develop skills and schema for reviewing scholarship, particularly in terms of developing constructive reviews that build expertise and advance knowledge. The Journal of Engineering Education (JEE) Mentored Reviewer Program constitutes the first phase of the EER PERT project. In this paper, we report on goals, structure and activities for the JEE Mentored Reviewer Program, pilot data from participants' applications and exit surveys that will inform the EER PERT project in terms of participants' developing skills and schema for reviewing and conducting EER, and provide initial suggestions from the training program that may benefit scholars new to EER.
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U2 - 10.18260/1-2--36769
DO - 10.18260/1-2--36769
M3 - Conference article
AN - SCOPUS:85124571287
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2021 ASEE Virtual Annual Conference, ASEE 2021
Y2 - 26 July 2021 through 29 July 2021
ER -