Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, Eric M. Rubenstein
{"title":"\"重要到足以向世界展示\":利用真实的研究机会和微型出版物建立学生的科学身份","authors":"Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, Eric M. Rubenstein","doi":"10.1177/1932202x241238496","DOIUrl":null,"url":null,"abstract":"Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities\",\"authors\":\"Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, Eric M. Rubenstein\",\"doi\":\"10.1177/1932202x241238496\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.\",\"PeriodicalId\":46535,\"journal\":{\"name\":\"Journal of Advanced Academics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Advanced Academics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1932202x241238496\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Advanced Academics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1932202x241238496","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities
Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.