A model for training undergraduate students in collaborative science
Abstract
Introduction
Typical one-on-one supervisory model | Collaborative model | |||
---|---|---|---|---|
Skill type | Learning objective | Activity | Learning objective | Activity |
Intellectual | T1 | Define research questions and devise and evaluate approaches to answering them | C1 | Develop skills for online collaboration, scientific discussion, and brainstorming |
T2 | Critically evaluate scientific literature and other sources of information | C2 | Use tools for sharing literature and collaborative writing | |
T3 | Place work appropriately in the context of relevant scientific literature | C3 | Build skills for understanding and communicating the credibility of information sources | |
Practical | T4 | Plan, conduct, and present a research project | C4 | Develop and refine protocols collaboratively |
T5 | Develop specialized field and lab skills, depending on the specific project | C5 | Implement protocols in a consistent way across researchers | |
C6 | Communicate with collaborators about challenges or modifications to the protocols | |||
Communication | T6 | Communicate the context and results of a project through a written thesis | C7 | Incorporate feedback from a range of collaborators |
T7 | Communicate the context and results of a project through an oral presentation | C8 | Develop the ability to give useful and appropriate feedback to collaborators | |
C9 | Use a variety of online presentation and discussion tools suited to specific needs | |||
Numeracy | T8 | Prepare, process, and interpret your own data | C10 | Develop common data management frameworks, metadata standards, and appropriate sharing and version control procedures |
T9 | Perform basic statistical analyses using appropriate software | C11 | Collaboratively develop statistical approaches, and share code and results | |
Personal and career development | T10 | Develop personal skills necessary to conduct research, such as time management and organizational skills | C12 | Move from personal use of social media and other online resources to professional use |
T11 | Cultivate a relationship with a faculty mentor who can provide career advice and references | C13 | Share experiences, goals, and challenges in developing key skills for the workplace | |
C14 | Build professional relationships online with researchers outside the home institution |
Network design
Theme | Learning objectives | Online and remote collaborative activities |
---|---|---|
Intellectual | ||
Literature searches | T2, T3, C2, C3 | Guided “scavenger hunt” activity introducing the basics of using Web of Science |
Experimental design and hypothesis testing | T8, T9, C10, C11 | Brainstorming and constructing hypotheses |
Practical | ||
Protocol implementation | T4, C4, C5 | Attempt, discuss, and revise the scaffolded experimental protocol |
Data management | C10, C11 | Build common data file template, use for data sharing/synthesis |
Lab skills, QA/QC | C4, C5, C6, C10 | Online discussion of QA/QC and document successes and challenges |
Communication | ||
Thesis writing styles/tools | T3, T6, C2, C3, C7, C8 | Collaborative introduction writing and revision according to advisor feedback |
Peer-review methods exchange | ||
Oral/visual presentations | T4, T7, C9 | Provide a synopsis of study sites |
Numeracy | ||
R intro, data visualization basics | T8, T9, C10, C11 | Jigsaw—students present on statistical analyses and their use |
Making sense of results, sharing results | T7, C11 | Presenting results via web conference |
Code sharing | ||
Personal and career development | ||
Collaborative science | T1, C1, C4, C9, C12 | Discussion of goals for the project, and implementation of shared online tools |
Mid-project check-in | C12, C13, C14 | Discussion of progress on the project and changes to be made or new skills to work on |
Network results and wrap-up | T11, C13, C14 | Career options and strategies |
Note: QA, quality assurance; QC, quality control.
Program review
Advantages of the network
Student perspectives
Faculty perspectives
Recommendations for network enhancement and adaptation
Conclusions
Acknowledgements
References
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