Document Type
Article
Publication Date
2023
Abstract
The Engineering Education Research (EER) Peer Review Training (PERT) project aimed to develop EER scholars’ peer review skills through mentored experiences reviewing journal manuscripts. Concurrently, the project explored how EER scholars develop capabilities for evaluating and conducting EER scholarship through peer reviewing. PERT used a mentoring structure in which two researchers with little reviewing experience were paired with an experienced mentor to complete three manuscript reviews collaboratively. Using a variety of techniques including think aloud protocols, structured peer reviews, and exit surveys, the PERT research team addressed the following research questions: (1) To what extent are the ways in which reviewers evaluate manuscripts influenced by reviewers’ varied levels of expertise? and (2) To what extent does participation in a mentored peer reviewer programme influence reviewers’ EER manuscript evaluations? Data were collected from three cohorts of the mentored review programme over 18 months. Findings indicate that experience influenced reviewers’ evaluation of EER manuscripts at the start of the programme, and that participation can improve reviewers’ understanding of EER disciplinary conventions and their connection to the EER community. Deeper understanding of the epistemological basis for manuscript reviews may reveal ways to strengthen professional preparation in engineering education as well as other disciplines.
Department
Integrated Engineering
Print ISSN
2205-4952
College
Science, Engineering and Technology
Online ISSN
1325-4340
Publication Title
Australasian Journal of Engineering Education
Recommended Citation
Watts, K., Sims, R., Ko, E., Jensen, K., Bates, R., Lichtenstein, G., & Benson, L. (2023). Peer reviewer training to build capacity in engineering education research. Australasian Journal of Engineering Education, 28(1), 17–36. https://doi.org/10.1080/22054952.2023.2214459
DOI
10.1080/22054952.2023.2214459
Link to Publisher Version (DOI)
Publisher's Copyright and Source
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
