Using the NSF Graduate Research Fellowship Proposal to Train Original Scientific Writing Skills in First-Year Graduate Students: A Demonstrated Project at the University of Iowa
Using the NSF Graduate Research Fellowship Proposal to Train Original Scientific Writing Skills in First-Year Graduate Students: A Demonstrated Project at the University of Iowa
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利用美国国家科学基金会研究生研究奖学金提案来培训一年级研究生的原创科学写作技能：爱荷华大学的一个示范项目
DOI：
10.1089/ees.2021.0225
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发表时间：
2022
影响因子：
1.8
通讯作者：
LeFevre, Gregory H.
中科院分区：
文献类型：
--
作者：
Wiener, Erica A.;LeFevre, Gregory H.
学术和非学术职业专业人士非常需要先进的科学沟通技能，但许多研究生的发展还不够。由于本科生在高级科学传播方面的培训不一致且技能水平参差不齐，因此一年级研究生可以通过课程对这些技能进行有意识的培训，从而受益。本案例研究提供了一个教育框架，用于实施仿照美国国家科学基金会研究生研究奖学金计划 (NSF GRFP) 申请的研究提案作业。我们详细介绍了一年级研究生水平技术课程（班级规模约为 20 名学生）的作业实施情况，包括项目细则、时间表和迭代同行评审任务的解释。项目目标包括培训先进的科学沟通技能、通过迭代同行评审进行跨学科合作，以及为一年级学生提供早期参与原创研究工作的机会。在 4 年的项目实施过程中收集的自我报告的学生反应和成果表明，由于分配了以下技能，感知能力有所提高：向广大受众传达技术主题、提出可检验的假设和原创科学写作。写作任务也可能支持及时、高质量地向 NSF GRFP 申请。尽管学生自我报告在关键技能方面取得了进步并支持了奖学金申请，但学生的反馈也表明可能需要更多的高级科学沟通技能培训。因此，我们建议在研究生课程中纳入跨多门课程的写作项目。使用提供的教育框架，教师可以设计其他项目，为科学、技术、工程和数学研究生及其未来学术环境内外的职业发展关键能力。
Advanced scientific communication skills are highly desired for academic and nonacademic career professionals but are insufficiently developed in many graduate students. Because students with undergraduate degrees have inconsistent training and variable skill levels in advanced scientific communication, first-year graduate students can benefit from intentional training of these skills through coursework. This case study provides an educational framework to implement a research proposal assignment modeled after the National Science Foundation Graduate Research Fellowship Program (NSF GRFP) application. We detail the assignment implementation in a first-year graduate-level technical course (class size of around 20 students), including project rubrics, timelines, and explanations of iterative peer review tasks. Project goals included training advanced scientific communication skills, collaborating across disciplines through iterative peer review, and providing opportunity for first-year students to engage in their original research work at an early stage. Self-reported student responses and outcomes collected over 4 years of project implementation implicated improvements in perceived competence due to the assignment for the following skills: communicating technical topics to a broad audience, developing testable hypotheses, and original scientific writing. The writing assignment also likely supported timely and high-quality applications to the NSF GRFP. Despite self-reported gains in critical skills and bolstering fellowship applications, student responses also indicated that more training in advanced scientific communication skills may be necessary. Thus, we suggest inclusion of writing projects across multiple courses in graduate curricula. Using the provided educational framework, instructors can design other projects that develop critical competencies for Science, Technology, Engineering, and Math graduate students and their future careers in and beyond an academic setting.
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本科生研究参与与早期职业 STEM 研究生后续研究表现之间的关系
DOI：
10.1080/00221546.2015.11777386
发表时间：
2015
期刊：
The Journal of Higher Education
影响因子：
--
作者：
Joanna A. Gilmore;Michelle L. Vieyra;B. Timmerman;David F. Feldon;M. Maher
通讯作者：
M. Maher
影响因子：
4.4
作者：
Reinholz, Daniel
通讯作者：
Reinholz, Daniel
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影响因子：
4.4
作者：
Magdeleine D. N. Lew;W. Alwis;H. Schmidt
通讯作者：
H. Schmidt
影响因子：
4.4
作者：
Nicol, David
通讯作者：
Nicol, David