To Co-Author or Not to Co-Author: How to Write, Publish, and Negotiate Issues of Authorship with Undergraduate Research Students. Burks, R. L. and Chumchal, M. M. 2(94):tr3.
To Co-Author or Not to Co-Author: How to Write, Publish, and Negotiate Issues of Authorship with Undergraduate Research Students [link]Paper  doi  abstract   bibtex   
This Teaching Resource emphasizes the value of publishing with undergraduates and may be particularly helpful to incoming faculty who are new to the process of working with students. Beyond simply extolling the virtues of undergraduate research, we examine how such deep learning experiences for students can translate into unique opportunities for the faculty to demonstrate devotion to both teaching and scholarship. Along with highlighting the reasons faculty should consider publishing with undergraduates, we identify the particular challenges that accompany this suggestion and discuss strategies for overcoming them. Our resource includes two decision trees for helping faculty determine whether publishing with undergraduates represents a reasonable and attainable goal and whether an undergraduate has earned authorship. Based on our experience at primarily undergraduate institutions, we provide a list of strategies that may facilitate writing with undergraduates and lead to certain milestones in the careers of both students and faculty.
@article{burksCoauthorNotCoauthor2009,
  title = {To Co-Author or Not to Co-Author: How to Write, Publish, and Negotiate Issues of Authorship with Undergraduate Research Students},
  author = {Burks, R. L. and Chumchal, M. M.},
  date = {2009-10},
  journaltitle = {Science Signaling},
  volume = {2},
  pages = {tr3},
  issn = {1937-9145},
  doi = {10.1126/scisignal.294tr3},
  url = {https://doi.org/10.1126/scisignal.294tr3},
  abstract = {This Teaching Resource emphasizes the value of publishing with undergraduates and may be particularly helpful to incoming faculty who are new to the process of working with students. Beyond simply extolling the virtues of undergraduate research, we examine how such deep learning experiences for students can translate into unique opportunities for the faculty to demonstrate devotion to both teaching and scholarship. Along with highlighting the reasons faculty should consider publishing with undergraduates, we identify the particular challenges that accompany this suggestion and discuss strategies for overcoming them. Our resource includes two decision trees for helping faculty determine whether publishing with undergraduates represents a reasonable and attainable goal and whether an undergraduate has earned authorship. Based on our experience at primarily undergraduate institutions, we provide a list of strategies that may facilitate writing with undergraduates and lead to certain milestones in the careers of both students and faculty.},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-6131855,authorship,check-list,decision-making-procedure,education,flowchart,research-management,science-ethics,scientific-communication,team-diversity},
  number = {94}
}
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