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Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication

Published on Jan 2, 2019in International Journal of Science Education1.25
· DOI :10.1080/09500693.2018.1531439
Chiara Gamberi9
Estimated H-index: 9
(Concordia University),
Katharine Hall1
Estimated H-index: 1
(Concordia University)
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Abstract
The design and implementation of a scientific writing assignment in a >100 student upper-level undergraduate microbiology class resulted in a peer-reviewed publication in an open-access journal. The primary course objectives and requirements were met by assigning groups of four to five students one of 25 distinct section topics of similar size and complexity that complemented the course materials. Students were taught to identify, read and cite primary scientific literature, to avoid plagiarism, and to share in productive interactions with peers throughout the assignment by a combination of class instructions, and personal and group mentoring. A team of volunteer students performed additional editing and compiling of the manuscript into the final cohesive, submitted review.
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Published on Dec 1, 2017in Research in Science Education1.38
Jeong-yoon Jang1
Estimated H-index: 1
(UI: University of Iowa),
Brian Hand36
Estimated H-index: 36
(UI: University of Iowa)
This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatmen...
Published on Jul 17, 2017in Frontiers in Microbiology4.26
Susannah Selber-Hnatiw1
Estimated H-index: 1
(Concordia University),
Belise Rukundo1
Estimated H-index: 1
(Concordia University)
+ 100 AuthorsAlexandra Baird1
Estimated H-index: 1
(Concordia University)
Composed of trillions of individual microbes, the human gut microbiota has adapted to the uniquely diverse environments found in the human intestine. Quickly responding to the variances in the ingested food, the microbiota interacts with the host via reciprocal biochemical signaling to coordinate the exchange of nutrients and proper immune function. Host and microbiota function as a unit which guards its balance against invasion by potential pathogens and which undergoes natural selection. Distu...
Published on Apr 2, 2016in Journal of Social Work Education0.91
Judy Fenster1
Estimated H-index: 1
ABSTRACTA 1-hour workshop on how to avoid plagiarizing when writing academic papers was developed and delivered at an orientation session for BSW and MSW students at a university in the northeast United States. Six social work instructors led the workshops at the university’s main campus and two extension centers. Before and after the workshop, students read an original passage from a social work text and were asked if the material were paraphrased in four different ways would it constitute plag...
Published on Sep 9, 2014in Journal of Learning Design
Gwendolyn A. Lawrie14
Estimated H-index: 14
(UQ: University of Queensland),
Lawrence R. Gahan36
Estimated H-index: 36
+ 6 AuthorsMatthew Taylor1
Estimated H-index: 1
Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to creating learning environments that foster student engagement and enhance communication skills is appealing. However, implementing group work in classes of over 1000 students presents challenges for instructors in terms of task design, group management and assessment. Interd...
Published on Sep 9, 2014in Journal of Learning Design
Rainer Glaser24
Estimated H-index: 24
(MU: University of Missouri)
A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is “Scientific Writing in Chemistry” and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science communication and to educate students about the scientific publication process and peer review. To effectively teach students how to understand science, both the conte...
Published on May 1, 2014in The Journal of Academic Librarianship1.61
Jenny Gunnarsson1
Estimated H-index: 1
(BTH: Blekinge Institute of Technology),
Wlodek Kulesza8
Estimated H-index: 8
(BTH: Blekinge Institute of Technology),
Anette Pettersson2
Estimated H-index: 2
(BTH: Blekinge Institute of Technology)
This paper presents how a plagiarism component has been integrated in a Research Methodology course for Engineering Master students at Blekinge Institute of Technology, Sweden. The plagiarism issue was approached from an educational perspective, rather than a punitive. The course director and librarians developed this part of the course in close collaboration. One part of the course is dedicated to how to cite, paraphrase and reference, while another part stresses the legal and ethical aspects o...
Jennifer S. Stanford2
Estimated H-index: 2
(Drexel University),
Laura E. Duwel1
Estimated H-index: 1
It has been suggested that research experiences are an important element that should be included in all undergraduate Biology curricula. This is a difficult suggestion to accommodate due to issues with cost, space and time. We addressed this challenge through development of a capstone project in which Biology majors work in groups to develop novel theoretical research proposals with guidance from a faculty mentor. Though students are not directly working at the bench, they are being mentored in ...
Published on Oct 8, 2013in Journal of Chemical Education1.76
Joi Phelps Walker8
Estimated H-index: 8
(Tallahassee Community College),
Victor Sampson19
Estimated H-index: 19
This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate general chemistry laboratory course offered at a large two-year community college located in the southeastern United States. The chemistry laboratory course ...
Published on Feb 20, 2011in Journal of Learning Design
Pauline M. Ross21
Estimated H-index: 21
(University of Western Sydney),
Shelley Burgin19
Estimated H-index: 19
(University of Western Sydney)
+ 1 AuthorsJanice Catterall5
Estimated H-index: 5
Academic and scientific literacy experts agree that becoming literate in an academic discipline involves coordinating language learning, and thinking in increasingly sophisticated ways to enable participation in discipline practices of knowledge construction. Despite this knowledge, understanding of writing pedagogies in tertiary science are in their infancy, and in the absence of universal methodologies of support there are potential consequences for research students as they progress from novi...
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