Calibrated Peer Review (CPR): A tool for integrating meaningful writing assignments into technical courses
Patricia A. Carlson, and Frederick C. Berry, Rose-Hulman Institute of Technology
This paper is geared toward faculty who feel a responsibility to integrate meaningful writing assignments into their technical courses, but who may be unsure of how to go about doing this. Recent journal articles and conference papers provide accounts of solid programs where communications faculty have partnered with technical faculty to create rich and challenging courses. We posit that these collaborations are the exception, rather than the rule. Specifically, we address faculty who don't have access to showcase programs, who may be feeling pressured to include writing without being given the resources to do so, and who may be feeling reluctant, dubious, or even anxious about these new expectations.
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Note: the following was submitted as supporting material for a conference presentation. Its content has not been reviewed by the NCIIA.

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