Using Collaborative Models to Overcome Obstacles to Undergraduate Publication in Cognitive Neuroscience

Bukach, Cindy M.; Stewart, Kendall; Couperus, Jane W.; Reed, Catherine L.

doi:10.3389/fpsyg.2019.00549

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Finally, educators could use these resources to teach students about the design, implementation, and analysis of ERP experiments. For example, the ERP CORE is already being integrated into a formal curriculum for teaching human electrophysiology (Bukach et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

ERP CORE: An Open Resource for Human Event-Related Potential Research

Kappenman¹,

Farrens²,

Zhang³

et al. 2020

Preprint

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Event-related potentials (ERPs) are noninvasive measures of human brain activity that index a range of sensory, cognitive, affective, and motor processes. Despite their broad application across basic and clinical research, there is little standardization of ERP paradigms and analysis protocols across studies. To address this, we created ERP CORE (Compendium of Open Resources and Experiments), a set of optimized paradigms, experiment control scripts, data processing pipelines, and sample data (N = 40 neurotypical young adults) for seven widely used ERP components: N170, mismatch negativity (MMN), N2pc, N400, P3, lateralized readiness potential (LRP), and error-related negativity (ERN). This resource makes it possible for researchers to 1) employ standardized ERP paradigms in their research, 2) apply carefully designed analysis pipelines and use a priori selected parameters for data processing, 3) rigorously assess the quality of their data, and 4) test new analytic techniques with standardized data from a wide range of paradigms.

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Section: Introductionmentioning

confidence: 99%

ERP CORE: An Open Resource for Human Event-Related Potential Research

Kappenman¹,

Farrens²,

Zhang³

et al. 2020

Preprint

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show abstract

“…Not surprisingly, faculty who run a primarily undergraduate lab (more common at PUIs than GSIs) are more likely to publish with undergraduates, both in general and as first author. Faculty who publish with undergraduates also appear to benefit from the support and resources they get from collaborating with colleagues at other universities, which not only provides additional collaborators to generate ideas, conduct studies, and analyze data, but also access to more expensive equipment or tools that may not be available at a faculty member’s own university ([ 38 , 39 ], as suggested by [ 40 ]). The latter interpretation is consistent with our finding that collaborating with faculty in the department or university did not predict undergraduate publication but collaborating with faculty at other universities did.…”

Section: Discussionmentioning

confidence: 99%

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

et al. 2022

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Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.

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“…Many articles in this special issue feature strategies that can be implemented to engage students in publishable research from a research lab perspective (Adams, 2019; Dunbar, 2019; Holmes and Roberts, 2019; Mendoza and Martone, 2019; Overman, 2019; Reavis and Thomas, 2019; Scisco et al, 2019; Stefanucci, 2019; Wood, 2019; Scherman, under review). Some researchers use collaborations to expand the possibilities of publishable work with undergraduate students (Bukach et al, 2019; Hammersley et al, 2019). Others engage students in publishable work through direct replication projects (Strand and Brown, 2019; Wagge et al, 2019).…”

Section: Scholarship Of Discoverymentioning

confidence: 99%

Scholarship of Discovery and Beyond: Thinking About Multiple Forms of Scholarship and Elements of Project-Based Learning to Engage Undergraduates in Publishable Research

Skorinko

2019

Front. Psychol.

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Using Collaborative Models to Overcome Obstacles to Undergraduate Publication in Cognitive Neuroscience

Cited by 7 publications

References 12 publications

ERP CORE: An Open Resource for Human Event-Related Potential Research

ERP CORE: An Open Resource for Human Event-Related Potential Research

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

Scholarship of Discovery and Beyond: Thinking About Multiple Forms of Scholarship and Elements of Project-Based Learning to Engage Undergraduates in Publishable Research

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