InTeGrate Modules and Courses >Critical Zone Science > Student Materials > Student Materials Unit 7.3
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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These student materials complement the Critical Zone Science Instructor Materials. If you would like your students to have access to the student materials, we suggest you either point them at the Student Version which omits the framing pages with information designed for faculty (and this box). Or you can download these pages in several formats that you can include in your course website or local Learning Managment System. Learn more about using, modifying, and sharing InTeGrate teaching materials.

Unit 7.3: Peer Review

Introduction

Peer review is an important process in determining priorities for scientific research. You will participate in a panel review of proposals for new CZOs and as a class decide on the proposal most worthy of funding. Proposals will be evaluated on how well the proposed CZO would help address global challenges and advance Critical Zone science and use knowledge gained in previous modules to assess and communicate which proposals meet these goals. In this unit, you will:

  • Evaluate scientific proposals from a Critical Zone science perspective
  • Articulate the strengths and weaknesses of a scientific proposal
  • Determine which proposal has the strongest scientific and societal merit
  • Communicate the significance of a proposed CZO to solving grand challenges

Unit 7.3: Panel Review

Pre-class
  • You will need to review the criteria listed below, read 2-3 proposals, and craft a detailed review of one proposal prior to class. Depending on class size, you may be organized into groups to reduce the number of proposals each person will read. Use the merit review criteria from NSF by browsing Section A Parts 1 and 2 at http://www.nsf.gov/pubs/policydocs/pappguide/nsf16001/gpg_3.jsp#IIIA or the other websites listed below under 'Additional Resources' as a guide. Prepare a written response of your proposal review and bring to class for discussion.
    • Proposal evaluations can be completed using the following worksheet: Proposal Review Worksheet (Microsoft Word 2007 (.docx) 17kB Dec26 16)
In-class
Review Panels Activity
  • We will briefly review the motivation and criteria for reviewing proposals and the need for the review process. Remember that the discussion should be constructive and focus on the ideas outlined in the proposal, not individuals who wrote the proposal. A set time will be allocated for discussion of each proposal. The primary reviewer will initiate the discussion by restating the main ideas of the proposal and then highlight their assessment of how well the proposal would advance CZ science and address grand challenges. Focus on summarizing the main points rather than reading directly from the written review. Then a discussion will open up to the rest of the class with the goal of identifying the strongest proposals. Once all proposals have been discussed, you will work together as a class to rank the proposals based on their scientific merit and potential to benefit society.
Funded Proposal Decision
  • Provide feedback on the review process, both as an individual reviewer reading the proposals and your experience discussing the proposals on the review panel. Aim to identify what made a strong proposal and why the funded CZO would be best suited for addressing grand challenges.

Additional Resources


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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »