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Conference Paper: Mimicking Scholarly Peer Review as a Feedback-Rich Exercise for Students in Creativity and Judgement
Title | Mimicking Scholarly Peer Review as a Feedback-Rich Exercise for Students in Creativity and Judgement |
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Authors | |
Issue Date | 2018 |
Citation | Showcasing Excellence in Teaching & Learning Symposium, Hong Kong, 14 December 2018 How to Cite? |
Abstract | A critical challenge in undergraduate education is providing structured opportunities for students to develop creative, logical and persuasive writing skills in collaborative teams, ideally within a feedback-rich environment. The scholarly peer review process that we as academics engage in for our research is ideally suited for this purpose – integrating creative team-based writing with rigorous peer evaluation and feedback, justification of one’s position through critical thinking, before synthesis into a final written product. Here, I will report our experimentation with this concept in an undergraduate Biomedical Sciences course at HKU. |
Description | Panel discussion 3: Challenges in engaging students |
Persistent Identifier | http://hdl.handle.net/10722/266422 |
DC Field | Value | Language |
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dc.contributor.author | Tanner, JA | - |
dc.date.accessioned | 2019-01-18T08:19:17Z | - |
dc.date.available | 2019-01-18T08:19:17Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Showcasing Excellence in Teaching & Learning Symposium, Hong Kong, 14 December 2018 | - |
dc.identifier.uri | http://hdl.handle.net/10722/266422 | - |
dc.description | Panel discussion 3: Challenges in engaging students | - |
dc.description.abstract | A critical challenge in undergraduate education is providing structured opportunities for students to develop creative, logical and persuasive writing skills in collaborative teams, ideally within a feedback-rich environment. The scholarly peer review process that we as academics engage in for our research is ideally suited for this purpose – integrating creative team-based writing with rigorous peer evaluation and feedback, justification of one’s position through critical thinking, before synthesis into a final written product. Here, I will report our experimentation with this concept in an undergraduate Biomedical Sciences course at HKU. | - |
dc.language | eng | - |
dc.relation.ispartof | Showcasing Excellence in Teaching & Learning Symposium | - |
dc.title | Mimicking Scholarly Peer Review as a Feedback-Rich Exercise for Students in Creativity and Judgement | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Tanner, JA: jatanner@hkucc.hku.hk | - |
dc.identifier.authority | Tanner, JA=rp00495 | - |
dc.identifier.hkuros | 296591 | - |
dc.publisher.place | Hong Kong | - |