Arlene Russell - UCLA
Thursday, October 16, 2014, 2 p.m. - 5 p.m. EDT
University Library Lilly Auditorium and Foyer (UL 0130)
Held to honor and celebrate the successes of the 2013 Curriculum Enhancement Grant (CEG) awardees, the 2014 CEG Symposium will feature a keynote address on Calibrated Peer Review: Not Just Writing in the Discipline by Arlene Russell, Senior Lecturer, Department of Chemistry and Biochemistry and Department of Education, UCLA. Calibrated Peer Review is a web-based instructional program that allows instructors to use writing-to-learn pedagogy in classes of any size. A drawing for five free copies of the book Engaging in the Scholarship of Teaching and Learning, a reception and poster presentations by 2013 CEG recipients will follow the keynote address.
The purpose of the CEG initiative is to provide faculty with support, time, and resources to implement projects designed to improve student learning and success. In addition, it is expected that the grants will increase faculty competitiveness for external educational or curricular improvement grants and increase the number of faculty involved in pursuing the scholarship of teaching and learning. For more information on the CEG initiative and the 2013 awardees and their projects, go to http://ctl.iupui.edu/programs/CEG
Attending the CEG symposium is especially recommended to faculty who may be interested in submitting proposals for CEG funding in the future, but all faculty are encouraged to attend.
Pre-symposium All CEG Cohorts Meeting, 1-1:45 pm
Welcome and Introductions, 2-2:15 pm
Keynote Address and Q&A, 2:15 – 3:15 pm
Panel, 3:15 – 3:45 pm
Poster Session and Reception, 3:45 – 5 pm
Title: Calibrated Peer Review: Not Just Writing in the Discipline
Speaker: Arlene Russell, UCLA
Description: Calibrated Peer Review (CPR) constitutes a web-based instructional program that allows instructors to use writing-to-learn pedagogy in classes of any size. In addition, by teaching students the vitally important skill of peer review, CPR addresses the need for our graduates to develop critical thinking skills to evaluate scientific information. Beyond its Chemistry roots, CPR has seen wide-spread adoption in other STEM fields particularly Biology and Engineering. Over 700 CPR assignments are in the repository of the Central Library.
In each assignment students work through three stages: writing on the topic, refining understanding by training to review on the topic, and assessment of peers’ and ones’ own articulation of the topic. In research studies on learning, classes typically show 10-15% gains on exams on the topics that have involved CPR pedagogy. Creating an assignment that achieves these improvements, however, can be a daunting task. A well-designed assignment requires both expertise in the discipline and an understanding of common student misconceptions and misunderstandings on the topic. (And also many hours!)
To reduce this development load, CPR now allows instructors to share their assignments, which are housed in a Central CPR Library server. New faculty can see how others have addressed a topic, use an existing assignment as is, or modify it to meet their local needs. In addition, the secure Central Library maintains a citation record of the original author, the number of times and places an assignment has been used, and most importantly the modifications others have made as they adapt the assignment to their own classes. In maintaining this citation index, CPR provides a resource that also documents the creation of curricular materials and their impact on the field. It thus, becomes a permanent external record of the Scholarship of Teaching of a CPR author.
About the Speaker: Arlene Russell is a Senior Lecturer at UCLA in both the Department of Chemistry and Biochemistry and in the Department of Education. She has been active in Chemical Education for over 30 years. She is the campus Faculty Director of the UCLA California Teach Program and co-chair of the new Science Education minor. She is also director of the Lower Division Undergraduate Laboratory Program and teaches the range of general chemistry courses in this area. At the graduate level she teaches technical writing, a seminar in Issues in Teaching in Higher Education for science and engineering graduate students and post-docs who are planning on academic careers. She is project director of Calibrated Peer Review (CPR), a widely adopted on-line writing program that involves student writing, training as a reviewer, and peer reviewing and serves all disciplines. She has been involved in national assessment activities for 25 years as chair of the California Chemistry Diagnostic Test committee, which develops and validates a national test for placement of students in entry–level college chemistry courses. She was the 2011 Chair of the Division of Chemical Education of the American Chemical Society. Her work in science education has been recognized by awards from the New York Film and Television Association for excellence in science videotape production; the Smithsonian Institution for her educational innovation using technology, the Chemistry Manufacturing Association for her outstanding college chemistry teaching, and the UCLA Brian Copenhaver Award for Innovation for Teaching with Technology for the development and implementation of CPR. She was elected as a Fellow of the American Chemical Society in 2014.