Peer review of design progress and artifacts is not very common in engineering design education. Yet, the broader educational literature suggests that the impact of peer (novice) review can be superior to instructor (expert) only review in various ways. This paper describes a systematic implementation of face-to-face peer review in progress update meetings(PUMs) of a management engineering capstone design series of courses. In biweekly PUMs the instructors met jointly with two teams at a time, paired based on topic similarity. Teams took turns presenting to and critiquing each other’s presentations and design progress. The format was well-received by students and was successful in increasing the diversity and wealth of knowledge teams could draw from during the meetings. A student survey revealed that students perceived that the regular joint PUMs encouraged them to maintain a steady progress in their design projects, facilitated peer-to-peer sharing of ideas, and were instrumental in helping teams improve on how they communicated their designs by providing multiple opportunities for revisions and refinement.