Using Collaborative Models to Overcome Obstacles to Undergraduate Publication in Cognitive Neuroscience

Frontiers in Psychology

article

Cindy M. Bukach¹  Kendall Stewart¹  Jane W. Couperus²  Catherine L. Reed³ 

[1] Department of Psychology, University of Richmond, United States;Department of Psychology, Hampshire College, United States;Department of Psychology, Claremont McKenna College, United States

关键词: undergraduate;    collaborative model;    course design;    publication;    cognitive neuroscience;   

DOI  :  10.3389/fpsyg.2019.00549

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The value of authentic research experience to undergraduates is well-established (Seymour et al.,2004; Lopatto, 2007). These benefits are stronger when associated with conference presentationsand published articles (Russell et al., 2007). In addition to advancing knowledge, undergraduatepublications are associated with improved writing skills, success in graduate and job applications,clarification of career choice, and are positively associated with continued productivity (Russellet al., 2007; Salsman et al., 2013; Yaffe et al., 2014; Anderson et al., 2015). Publishing withundergraduates benefits both teaching and research programs of faculty mentors (Petrella andJung, 2008). Despite the benefits of undergraduate publication, faculty continue to face manychallenges in providing undergraduates with substantive experiences worthy of publicationand in guiding them through the final stage to peer-reviewed publication. Publishing withundergraduate co-authors is particularly challenging for disciplines such as cognitive neurosciencethat require complex technologies, multistep data processing, and an understanding of advancedinterdisciplinary concepts.

【 授权许可】

CC BY