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Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal

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Title: Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal
Language: English
Authors: Celina Antony, Nevart Terzian, Mark Lee, Alessia Greco, Margaret Secord, Michael Wong
Source: International Journal for Students as Partners. 2025 9(1):261-272.
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Peer Evaluation, Periodicals, Critical Thinking, Information Literacy, Cooperation, Science Process Skills, Student Research, Scientific Research, Science Education
Abstract: Conventionally, undergraduate science students engage in learning through didactic methods. This can present science as an indisputable collection of knowledge, rather than an ongoing process of discovery. By increasing students' exposure to scientific processes, undergraduate science programs can enable students to understand the complexities of navigating scientific knowledge with a critical mindset. To facilitate this process, we implemented a student-led undergraduate peer-reviewed journal, "The Child Health Interdisciplinary Literature & Discovery Journal", in the Child Health Specialization of McMaster University's Honours Health Sciences (BHSc) Program. This case study discusses the development and implementation of this student-led journal within an inquiry-based learning curriculum. We aim to promote an understanding of curricular cocreation as a mechanism for enhancing student learning of scientific processes and the development of critical thinking, information literacy, and collaboration skills. We seek to inspire innovative teaching and learning strategies in higher education wherein students are active partners in the learning process.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476839
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal
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  Data: <searchLink fieldCode="AR" term="%22Celina+Antony%22">Celina Antony</searchLink><br /><searchLink fieldCode="AR" term="%22Nevart+Terzian%22">Nevart Terzian</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Lee%22">Mark Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Alessia+Greco%22">Alessia Greco</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+Secord%22">Margaret Secord</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Wong%22">Michael Wong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2025 9(1):261-272.
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: Y
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Periodicals%22">Periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
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  Data: Conventionally, undergraduate science students engage in learning through didactic methods. This can present science as an indisputable collection of knowledge, rather than an ongoing process of discovery. By increasing students' exposure to scientific processes, undergraduate science programs can enable students to understand the complexities of navigating scientific knowledge with a critical mindset. To facilitate this process, we implemented a student-led undergraduate peer-reviewed journal, "The Child Health Interdisciplinary Literature & Discovery Journal", in the Child Health Specialization of McMaster University's Honours Health Sciences (BHSc) Program. This case study discusses the development and implementation of this student-led journal within an inquiry-based learning curriculum. We aim to promote an understanding of curricular cocreation as a mechanism for enhancing student learning of scientific processes and the development of critical thinking, information literacy, and collaboration skills. We seek to inspire innovative teaching and learning strategies in higher education wherein students are active partners in the learning process.
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  Data: 2025
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  Data: EJ1476839
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 261
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Periodicals
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Student Research
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      – SubjectFull: Scientific Research
        Type: general
      – SubjectFull: Science Education
        Type: general
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      – TitleFull: Facilitating Learning of the Peer-Review Process through a Student-Led Undergraduate Journal
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            NameFull: Celina Antony
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            NameFull: Nevart Terzian
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            NameFull: Mark Lee
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              M: 01
              Type: published
              Y: 2025
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              Value: 9
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            – TitleFull: International Journal for Students as Partners
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