Editorial: Engaging Undergraduates in Publishable Research: Best Practices

Giuliano, Traci A.; Skorinko, Jeanine; Fallon, Marianne

doi:10.3389/fpsyg.2019.01878

Cited by 12 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, open scholarship can create new opportunities for students to develop other skills, including teamwork, communication skills, scientific writing and to foster a greater sense of agency over their research. Such skills are useful for students in many careers, but invaluable for those entering academia [ 111 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

View full text Add to dashboard Cite

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

show abstract

Section: Discussionmentioning

confidence: 99%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Scientific writing, which creates a tangible physical product to support a student’s scientific identity, has been proposed as an effective method of generative learning (also known as science writing heuristic and write-to-learn approaches) (Cronje et al, 2013; Reynolds et al, 2012). There are practices that engage students in authentic authorship experiences with publishable products (Burks & Chumchal, 2009; Giuliano et al, 2019; Guilford, 2001), though none have been described in the field of synthetic biology. Fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing (McDowell et al, 2019), and more development is needed in these areas(McDowell et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Empowering Student Authorship in Synthetic Biology

Roberts,

Farny

2024

Preprint

View full text Add to dashboard Cite

Women and racial minorities are underrepresented in the synthetic biology community. Developing a scholarly identity by engaging in a scientific community through writing and communication is an important component for STEM retention, particularly for underrepresented individuals. Several excellent pedagogical tools have been developed to teach scientific literacy and to measure competency in reading and interpreting scientific literature. However, fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing, which are essential for developing scholarly identity and publication currency. Here we describe our approach to teaching scientific writing and publishing to undergraduate students within a synthetic biology course. Using gold standard practices in project-based learning, we created a writing project in which students became experts in a specific application area of synthetic biology with relevance to an important global problem or challenge. To measure learning gains associated with our learning outcomes, we adapted and expanded the Student Attitudes, Abilities, and Beliefs (SAAB) concept inventory to include additional questions about the process of scientific writing, authorship, and peer review. Our results suggest the project-based approach was effective in achieving the learning objectives with respect to writing and peer reviewed publication, and resulted in high student satisfaction and student self-reported learning gains. We propose that these educational practices will contribute directly to the development of scientific identity of undergraduate students as synthetic biologists, and will be useful in creating a more diverse synthetic biology research enterprise.

show abstract

“…Despite the benefits and efforts, undergraduate students are rarely in the focus of research and practice around scholarly writing and co‐authorship, which typically involves graduate students and novice researchers (Banegas et al, 2020; Caprio, 2014; Giuliano et al, 2019). This knowledge is not only limited but also primarily, if not exclusively, produced by scholars in countries that dominate the international publication landscape.…”

Section: Introductionmentioning

confidence: 99%

“…This knowledge is not only limited but also primarily, if not exclusively, produced by scholars in countries that dominate the international publication landscape. A good example of this dominance comes from Giuliano et al (2019) who recently published a collection of short essays on fostering research and publication skills in undergraduates majoring in psychology. Out of 90 authors of 44 articles in this collection, only two have affiliations with non‐English speaking countries while 88 were employed by universities in the United States, Canada, Australia, United Kingdom, and New Zealand.…”

Section: Introductionmentioning

confidence: 99%

Co‐authoring with undergraduate students: An emerging process from the semi‐periphery of the world of science

Plakhotnik¹

2022

Learned Publishing

View full text Add to dashboard Cite

Undergraduate students benefit from writing for publication and co‐authoring with faculty, who in turn find value in collaborating with students. Yet, compared to graduate students and novice researchers, undergraduates are rarely in the focus of research and practice around scholarly writing and co‐authorship. Furthermore, this limited knowledge is primarily, if not exclusively, produced by scholars in countries that dominate the international publication landscape. How faculty and undergraduates from countries in the semi‐periphery of the world of science collaborate to co‐author scholarly publications is not clear. This paper describes a process that has led to publishing articles with undergraduate students in the semi‐periphery in English language journals indexed in Web of Science (SSCI), Scopus, and the AJG guide. The process consists of two phases that differ across such dimensions as goals, length, key steps, and contributors' roles. The process demonstrates that collaboration with talented undergraduates is not different from co‐authoring with novice and experienced scholars in its final outcome, a high‐quality article, and its process of creative ideation, rigorous execution, and collective contribution. I discuss how journal editors, universities, and other researchers in the semi‐periphery could change the ways in which they approach publication collaborations with undergraduate students.

show abstract

Editorial: Engaging Undergraduates in Publishable Research: Best Practices

Cited by 12 publications

References 10 publications

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Empowering Student Authorship in Synthetic Biology

Co‐authoring with undergraduate students: An emerging process from the semi‐periphery of the world of science

Contact Info

Product

Resources

About