I-Corps L: Journal of Undergraduate Research : An Educational Platform for Improving Scientific Literacy

本科研究期刊出版社是一个提高科学素养的教育平台，包括一系列在美国国会图书馆注册的研究期刊。这一创新为世界各地的STEM本科生传播和分享学术工作和研究成果提供了一个平台。每期都有一个国际出版标准号，并以印刷和电子形式在国际上发行。编辑委员会由通过一系列在线课程培训的STEM本科生组成，其中包括来自世界各地的参与编辑。jr出版社总部设在科罗拉多州立大学，在国内设有4个地区编辑部，在学术机构设有5个国际卫星编辑部。每份提交材料由两名本科生、一名研究生和一名教员审阅，以使本科生审阅人能够从研究生和教员审阅人的意见中学习。编辑和审稿人的培训和评估平台是以任何学术机构都可以包括其学生的方式开发的。为此，每个参与机构都会聘请一名指导教师来监督整个过程。JUR出版社提供了一个循序渐进的程序，指导每个新的教师顾问在入职，招聘，培训和评估过程。这个I-Corps L团队将利用I-Corps L项目的支持和指导，确定JUR模型是否可以扩展，以促进这些材料的广泛采用、适应和利用，以支持提高全国学术机构的科学素养和STEM学生的参与度。此外，他们将利用I-Corps L作为一个平台，通过个人访谈、会议和网络研讨会与STEM教师和学生的广泛受众接触。该项目包括STEM教育的创新，以提高STEM学生的参与度、科学素养和批判性评估技能。这些创新也为STEM学生提供了在现实世界中应用科学方法和研究伦理的机会。最后，与这项创新相关的正在进行的研究提供了证据，表明该平台有助于提高参与学生的STEM持久性和保留率。本项目建立在先前有关改进STEM教学方法的研究基础之上，以更好地吸引STEM学生，适应更广泛的学习方式，并提高本科生的科学素养。产品包括在线课程、教学指南、补充教材和指导研讨会。根据对学生推荐人报告的前后评估，本科推荐人在与教师推荐人的评论进行比较后，在关键的评论评估中始终排名更高。近200名本科生作为编辑参加了jr出版社。根据前/后评估，编辑在参加在线编辑培训课程后，在科学素养和批判性评论评估方面的排名始终较高。在参与者担任编辑期间，这些结果每年都在不断改善。

The Journal of Undergraduate Research (JUR) Press is an educational platform for improving scientific literacy that includes a range of research journals that are registered with the United States Library of Congress. This innovation serves as a platform for the dissemination and sharing of scholarly work and research findings among undergraduate STEM students throughout the world. Each issue has an ISSN number and is distributed internationally in both print and electronic formats. The editorial boards are comprised of undergraduate STEM students who are trained through a series of online courses and include participating editors from around the world. JUR Press is headquartered at Colorado State University and has four domestic, regional editorial offices along with five international editorial satellite offices which are all at academic institutions. Each submission is refereed by two undergraduates, one graduate student, and one faculty member in a way that allows undergraduate referees to learn from the input of the graduate and faculty referees. The training and assessment platform for editors and referees was developed in a way that any academic institution can include its students. To do so, a faculty advisor is recruited to oversee the process at each participating institution. JUR Press provides a step-by-step procedure that guides each new faculty advisor in the on-boarding, recruitment, training, and assessment processes. This I-Corps L team will use the support and mentoring of the I-Corps L program to determine if the JUR model can be scaled to facilitate the widespread adoption, adaptation, and utilization of these materials to support the improvement of scientific literacy and STEM student engagement at academic institutions across the country. Further, they will use I-Corps L as a platform for reaching out to a broad audience of STEM faculty and students through personal interviews, conferences, and webinars. This project includes innovation in STEM education to achieve higher STEM student engagement, scientific literacy, and critical assessment skills. These innovations also provide opportunities for STEM students to execute real-world applications of the scientific method and research ethics. Finally, ongoing research associated with this innovation provides evidence that this platform serves to increase STEM persistence and rates of retention among participating students. This project is built upon prior research related to the improvement of STEM teaching methods to better engage STEM students, to accommodate a broader range of learning styles, and to improve scientific literacy among undergraduates. Products include online courses, teaching guides, supplemental teaching materials, and how-to seminars. Based on pre-/post-assessment of student referee reports, undergraduate referees consistently rank higher in critical review assessments after they have had the benefit of comparing their reviews to those of faculty referees. Almost 200 undergraduates have participated as editors for JUR Press. Based on pre-/post-assessments, editors consistently rank higher in both scientific literacy and critical review assessments after participating in the online editor training courses. These outcomes continue to improve each year that a participant serves as an editor.