Investigating the Impact of Participation in a Student Peer-Reviewed Journal: Implications for Research Skills Development and Learning
Roundtable Discussion: Zarina Giannone
Session C | 10:05 – 10:45 | Location: Room 304 A
Abstract:
A common method endorsed by many universities to facilitate students’ learning about research involves mandating undergraduate courses in research methods and statistics. While undertaking course work is a necessary step in acquiring an emerging understanding in these areas, other educational strategies exist outside of the classroom which supplement traditional methods of learning. One option for students seeking to gain increased research proficiency and skill development is to participate in student-‐led, peer-‐reviewed research journals. A number of student publications exist in and across a variety of academic disciplines at UBC and beyond, yielding important opportunities to engage in the peer-‐review process in a supportive and learner-‐friendly environment. For example, Mind Pad, a bi-‐annual publication that is written, reviewed, and edited by students, seeks to provide unique peer-‐learning opportunities for undergraduate and graduate psychology students. A national publication offered by the Canadian Psychological Association, Mind Pad provides students with structured, experiential, and novel scholastic experiences such as serving as an author or reviewer of scientific manuscripts.
Mind Pad’s Editors recently conducted an evaluation to assess the degree to which participants experienced the journal as an educational tool which enhanced their research training and education in psychology. An online survey was developed and distributed among authors and reviewers. Results demonstrated that Mind Pad afforded a valuable learning experience which helped students navigate the publication process, in addition to honing new research skills. The purpose of this presentation is to discuss our findings while considering other opportunities to further advance students’ research skills development, both within and outside the post-‐secondary setting. An open discussion will follow, allowing educators to consider ways of incorporating these strategies into their pedagogical approaches. Extending the methods in which students practice and engage in research is imperative to developing the next generation of successful scholars.
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