Session S37b (Tuesday, 2pm, Mueller 008)

P494: Using student peer review for teaching scientific writing to first-year chemistry graduate students in a one-credit required course

Donna Hudson (Emory University, USA)

Chemistry librarians are blessed to work with students who learn to appreciate the value of a vast body of literature that is scholarly and rich historically. Many librarians work to insure that students acquire the skills needed to navigate the literature and to produce publications that meet high standards expected from research advisers. Introducing a student peer review module into the required research paper for CHEM 597R, Introduction to Library Research, that I teach at Emory University, has addressed faculty requests for teaching scientific article writing fundamentals. This talk will focus on providing a model that others can use to develop and implement a student peer review process. The process identifies reviewers roles and responsibilities through the use of guiding questions and uses rubrics to evaluate key performance criteria and standards based on the elements of a scientific paper. An outline and discussion of the process will be given; student and faculty evaluations describing the effectiveness of improved student writing will be presented for the past two years.


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