The objective of implementing this procedure was to introduce students to the peer review process in a non-threatening atmosphere, provide students with guidance on the mechanics of the process, and allow them to participate in the review process both as a reviewer and reviewee. The process was first experimented within a graduate level class on Systems Modeling in 1996. This format allowed all students to actively participate in learning about and refining their skills in peer review. Encouraged by positive responses from students during the experimental phase, the peer-review process was tested again, with some modifications, and implemented in 4 other classes at both the graduate and undergraduate level in 1998 and 1999. We present a summary of the peer-review process, present feedback from students on the process, and discuss areas for improvement.
Students prepare a hands-on exercise on the scientific topic of their choice.
They present the lesson at three Family Science Nights at local schools. Since each Family Science Night requires two presentations, students have six opportunities to present their lesson. The typical college speech class has only one opportunity to make any presentation, and then only to an audience of fellow classmates. In Communicating Science students see a variety of audiences and have a chance to refine a presentation. The first part of the course is team taught, with specialists in math-science education, child psychology and development, and public speaking delivering guest lectures.