Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty. This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective doctoral leadership seminar. This manuscript presents an overview of the assignment, journal editor perceptions of the experience, and recommendations for best practices.
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Schultz et al. (2016) studied this question.
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