SMC Affiliated Work
1
Status
Faculty
School
Multi
Department
Multi
Document Type
Article
Publication Date
2022
Publication / Conference / Sponsorship
Across the Disciplines
Peer Reviewed
1
DOI
10.37514/ATD-J.2022.18.3-4.06
Volume
18
Issue
3/4
First Page
305
Last Page
319
Disciplines
Kinesiology
Rights
Open Access journal
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Original Citation
Kramer, T., Zeccardi, J., Emhoff, C., Williams, C., Dunn, R., & Rose, J., (2022). How timing and authority in peer review impact STEM students: A comparative assessment of writing and critical thinking in kinesiology courses. Across the Disciplines, 18(3/4), 305-319. https://doi.org/10.37514/ATD-J.2022.18.3-4.06 [Journal Article – peer-reviewed journal]
Repository Citation
Zeccardi, Joseph; Emhoff, Chi An; Williams, Claire; Dunn, Robin; and author(s), additional. How timing and authority in peer review impact STEM students: A comparative assessment of writing and critical thinking in kinesiology courses (2022). Across the Disciplines. 18 (3/4), 305-319. 10.37514/ATD-J.2022.18.3-4.06 [article]. https://digitalcommons.stmarys-ca.edu/collaborative-works/74
Link to Published Version
https://doi.org/10.37514/ATD-J.2022.18.3-4.06
