Comparison of written versus verbal peer feedback for design projects

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Engineering design project courses offer an opportunity for students to develop their communication skills. Developing such skills through written documents and verbal conversation are important to ensure students possess the professional skills required of practicing engineers. The following paper includes two complementary studies that utilize peer feedback comparing: (1) written versus verbal feedback and (2) second-year students to seniors. Study I investigates the impact of multiple means of expression and action in two concurrent sections of a second-year project course. Study II compares students in the second-year project course that used verbal feedback with students in a senior capstone course that used the same verbal feedback approach. Our findings suggest that providing students with the option of giving verbal peer feedback encourages them to provide a higher percentage of critiques with elaboration versus surface critiques without elaboration. We also observed senior students to have further developed the skill of providing constructive criticism, as opposed to just criticism, both on technical and professional content.

Original languageEnglish (US)
Pages (from-to)1458-1471
Number of pages14
JournalInternational Journal of Engineering Education
Volume32
Issue number3
StatePublished - 2016

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Students
Feedback
student
criticism
communication skills
engineer
conversation
engineering
Engineers
Communication

Keywords

  • Communication
  • Design
  • Peer feedback

ASJC Scopus subject areas

  • Engineering(all)
  • Education

Cite this

Comparison of written versus verbal peer feedback for design projects. / Carberry, Adam; Brunhaver, Samantha; Csavina, Kristine R.; McKenna, Ann.

In: International Journal of Engineering Education, Vol. 32, No. 3, 2016, p. 1458-1471.

Research output: Contribution to journalArticle

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