Rubenstein Lisa DaVia, Woodruff Kelsey A, Taylor April M, Olesen James B, Smaldino Philip J, Rubenstein Eric M
Department of Educational Psychology, Ball State University, Muncie, IN, USA.
Department of Molecular and Cell Biology, University of Washington, Seattle, WA, USA.
J Adv Acad. 2024 Aug;35(3):432-460. doi: 10.1177/1932202X241238496. Epub 2024 Mar 15.
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.
主要为本科教育的院校（PUI）常常难以提供能最终形成经同行评审后发表的论文的真实研究机会，这是因为存在“按部就班式”的实验课程以及传统科学论文发表所需的全面工作。然而，简短的单图表“微论文”的出现，为处于职业生涯早期的科学家创造了新机会，使他们能够在与其培训周期相适应的规模和时间范围内做出并发表真实的科学贡献。本定性案例研究的目的是探讨八名本科生和硕士生所获得的益处，这些学生参与了真实的小规模研究项目，并作为共同作者在一所主要为本科教育的院校发表了经同行评审的微论文。在这些访谈中，学生们表示，通过开展和发表研究的过程，他们培养了特定的能力：阅读科学文献、提出实验方案以及收集/解读值得发表的数据。此外，他们表示这个过程让他们能够将自己视为更广泛科学界的有贡献的成员。
