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Maximizing Learning Objectives in Undergraduate Research Journals
Journal of College Science Teaching—May/June 2023 (Volume 52, Issue 5)
By Shamel Basaria, Taylor S. Ginieczki, Shloka V. Janapaty, Rohan Nigam, and Davis H. Smith
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization. This process involves developing a closer relationship between graduate mentors and undergraduate editors, rigorous peer review standards, long-standing relationships with faculty, and publicity committees that give the journal visibility from the moment a student steps foot on campus. We also propose measures to enhance URJs’ accessibility, such as registration with university libraries or crawlable databases.
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization.
Undergraduate research journals (URJs) introduce students to the peer review and publication processes, teaching them to write manuscripts that will be reviewed for scientific rigor. Although the merits of URJs have been debated, this article argues that URJs can achieve learning objectives for both student authors and editorial teams. We suggest several guiding principles to maximize URJs’ potential, including robust social support and official institutionalization.
Legislative Update
U. S. Senate Takes On Reauthorization of the Education Sciences Reform Act
By Ralph Forsht, Manager, Advocacy & Legislative Affairs
Posted on 2023-05-03
science 101
Q: What Are Some Fun Activities Related to Thunderstorms?
Teaching Teachers
Walking the Walk and Talking the Talk
Symmetry in NGSS teacher professional learning
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Alison Haas, Abigail Schwenger, Leah Master, Scott E. Grapin, and Okhee Lee
start with phenomena
Rainfall, River Height, and Local Relevance
Supporting students’ use of real-world data to explore flash floods
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Lauren E. Brase, Lindsay C. Mossa, and Edward C. Robeck
engineering encounters
Fostering Community-Engaged Problem-Solvers
Utilizing engineering design process to mitigate impacts of natural disasters
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Amanda Rapstad, Rebekah Hammack, and Nicholas Lux
methods & strategies
It Takes a Village
Fostering community partnerships to create a citizen science project for elementary students
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Richard Schaen, Janet Zydney, and Lauren Angelone
feature
Extreme Weather
feature
Garden Variety
Flexible lessons for exploring ideas about biological variation using indoor and outdoor gardens
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Sky Feller, Stacey Halpern, and Nora Underwood
feature
River’s Edge Construction
Third-grade students engineer solutions to prevent local flooding
Science and Children—May/June 2023 (Volume 60, Issue 5)
By Tyneezha Harris, Min Jung Lee, Kristie Gutierrez, and Jennifer Kidd
