How timing and authority in peer review impact STEM students:: A comparative assessment of writing and critical thinking in Kinesiology courses

Tereza J. Kramer; Joe Zeccardi; Chi-An Emhoff; Claire M. Williams; Robin J. Dunn; Joshua Rose

How timing and authority in peer review impact STEM students: A comparative assessment of writing and critical thinking in Kinesiology courses

Tereza J. Kramer, Joe Zeccardi, Chi-An Emhoff, Claire M. Williams, Robin J. Dunn, Joshua Rose

Saint Mary's College of California

Producción científica › revisión exhaustiva

Idioma original	American English
Páginas (desde-hasta)	305-319
Publicación	Across the Disciplines
Volumen	18
N.º	3/4
Estado	Published - 2022

Acceder al documento

https://wac.colostate.edu/docs/atd/volume18/kramer-etal.pdf

Citar esto

@article{84f6e76a93a94b42b27867cf2be291d1,

title = "How timing and authority in peer review impact STEM students:: A comparative assessment of writing and critical thinking in Kinesiology courses",

author = "Kramer, \{Tereza J.\} and Joe Zeccardi and Chi-An Emhoff and Williams, \{Claire M.\} and Dunn, \{Robin J.\} and Joshua Rose",

year = "2022",

language = "American English",

volume = "18",

pages = "305--319",

journal = "Across the Disciplines",

number = "3/4",

}

TY - JOUR

T1 - How timing and authority in peer review impact STEM students:

T2 - A comparative assessment of writing and critical thinking in Kinesiology courses

AU - Kramer, Tereza J.

AU - Zeccardi, Joe

AU - Emhoff, Chi-An

AU - Williams, Claire M.

AU - Dunn, Robin J.

AU - Rose, Joshua

PY - 2022

Y1 - 2022

M3 - Article

VL - 18

SP - 305

EP - 319

JO - Across the Disciplines

JF - Across the Disciplines

IS - 3/4

ER -