Reflections on a mentored group peer review process.
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| Title: | Reflections on a mentored group peer review process. |
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| Authors: | Auby, Harpreet1,2 (AUTHOR), Grundy, Lorena S.1,2,3 (AUTHOR), Huffman, Sandra4 (AUTHOR), Cantilina, Kaylla2 (AUTHOR), Gavitte, Samuel B.1,2 (AUTHOR), Kaczynski, Sarah E.2,3 (AUTHOR), Penyai, Melissa5 (AUTHOR), Koretsky, Milo D.1,2,3 (AUTHOR) milo.koretsky@tufts.edu |
| Source: | Journal of Engineering Education. Oct2024, Vol. 113 Issue 4, p1110-1114. 5p. |
| Subject Terms: | *Career development, *Faculty advisors, *Peer review of students, Peer review committees, Quality control |
| Abstract: | The article discusses the challenges and benefits of peer review in research, particularly in the field of engineering education. It highlights the importance of improving the peer review process to address biases, delays, and errors in publications. The article presents a mentored group peer review process within an engineering research group as a way to enhance the quality of reviews, develop reviewers' skills, and foster a sense of community and collaboration. The process involves structured group interactions, feedback incorporation, and reflective discussions to support the growth of both novice and experienced reviewers. The article concludes with recommendations for research groups interested in implementing group peer review practices to enhance scholarly development among graduate students and postdocs. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article discusses the challenges and benefits of peer review in research, particularly in the field of engineering education. It highlights the importance of improving the peer review process to address biases, delays, and errors in publications. The article presents a mentored group peer review process within an engineering research group as a way to enhance the quality of reviews, develop reviewers' skills, and foster a sense of community and collaboration. The process involves structured group interactions, feedback incorporation, and reflective discussions to support the growth of both novice and experienced reviewers. The article concludes with recommendations for research groups interested in implementing group peer review practices to enhance scholarly development among graduate students and postdocs. [Extracted from the article] |
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| ISSN: | 10694730 |
| DOI: | 10.1002/jee.20616 |
