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

本科生研究期刊(JUR)出版社是一个提高科学素养的教育平台，其中包括在美国国会图书馆注册的一系列研究期刊。这一创新为世界各地的STEM本科生提供了一个传播和分享学术工作和研究成果的平台。每一期都有一个ISSN编号，并以印刷版和电子版在国际上分发。编辑委员会由本科生STEM学生组成，他们通过一系列在线课程接受培训，其中包括来自世界各地的参与编辑。JUR出版社总部设在科罗拉多州立大学，拥有四个国内、地区编辑办公室和五个国际编辑卫星办公室，这些办公室都位于学术机构。每份投稿都由两名本科生、一名研究生和一名教职员工进行评审，这样本科生和教职员工就可以从本科生和教职员工的意见中学习。编辑和裁判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。为了做到这一点，每个参与的机构都会聘请一名教师顾问来监督这一过程。JUR出版社提供了一个循序渐进的程序，指导每一位新的教师顾问在入职、招聘、培训和评估过程中。I-Corps L团队将利用i-Corps L项目的支持和指导来确定JUR模式是否可以扩展，以促进这些材料的广泛采用、改编和利用，以支持全国各地学术机构提高科学素养和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、会议和网络研讨会接触到STEM的广大教职员工和学生。该项目包括STEM教育的创新，以实现STEM学生更高的参与度、科学素养和批判性评估技能。这些创新还为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，与这一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。该项目建立在先前有关改进STEM教学方法的研究基础上，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How-to研讨会。根据学生评审员报告的评估前/后评估，本科生评审员在关键评审评估中的排名始终更高，因为他们受益于将自己的评审稿与教师评审员进行比较。近200名本科生作为JUR出版社的编辑参加了活动。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审查评估中的排名始终较高。参与者担任编辑的每一年，这些结果都会继续改善。

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.