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A model for training undergraduate students in collaborative science

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dc.contributor.author Casson, Nora J.
dc.contributor.author Whitfield, Colin J.
dc.contributor.author Baulch, Helen M.
dc.contributor.author Mills, Sheryl
dc.contributor.author North, Rebecca L.
dc.contributor.author Venkiteswaran, Jason J.
dc.date.accessioned 2018-09-25T21:47:05Z
dc.date.available 2018-09-25T21:47:05Z
dc.date.issued 2018-08-16
dc.identifier.citation Casson, Nora J., Colin J. Whitfield, Helen M. Baulch, Sheryl Mills, Rebecca L. North, and Jason J. Venkiteswaran. "A model for training undergraduate students in collaborative science." FACETs Journal (2018). DOI: 10.1139/facets-2017-0112. en_US
dc.identifier.issn 2371-1671
dc.identifier.uri http://hdl.handle.net/10680/1572
dc.description.abstract Engagement of undergraduate students in research has been demonstrated to correlate with improved academic performance and retention. Research experience confers many benefits on participants, particularly foundational skills necessary for graduate school and careers in scientific disciplines. Undergraduate curricula often do not adequately develop collaborative skills that are becoming increasingly useful in many workplaces and research settings. Here, we describe a pilot program that engages undergraduates in research and incorporates learning objectives designed to develop and enhance collaborative techniques and skills in team science that are not typical outcomes of the undergraduate research experience. We conducted a collaborative science project that engaged faculty advisors and upper year undergraduates at four institutions and conducted a review to assess the program’s efficacy. Students developed a broad suite of competencies related to collaborative science, above and beyond the experience of completing individual projects. This model also affords distinct advantages to faculty advisors, including the capacity of the network to collect and synthesize data from different regions. The model for training students to conduct collaborative science at an early stage of their career is scalable and adaptable to a wide range of fields. We provide recommendations for refining and implementing this model in other contexts. en_US
dc.description.sponsorship "A grant from the University of Winnipeg Experiential Learning Fund helped support this program. We also gratefully acknowledge the support of the University of Saskatchewan Gwenna Moss Centre for Teaching and Learning in assisting with the program review." en_US
dc.description.uri http://www.facetsjournal.com/doi/10.1139/facets-2017-0112 en_US
dc.language.iso en en_US
dc.publisher American Geophysical Union en_US
dc.subject Communication en_US
dc.subject Collaborative Science en_US
dc.subject Inter-Personal Skills en_US
dc.subject Networks en_US
dc.subject Numeracy en_US
dc.subject Skill Development en_US
dc.subject Undergraduate Research en_US
dc.title A model for training undergraduate students in collaborative science en_US
dc.type Article en_US
dc.identifier.doi 10.1139/facets-2017-0112 en_US


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