TEACHING BEYOND THE PUBLISH OR PERISH MODEL

Peer-reviewed scientific publishing is a keystone of the scientific method and is one of the most important metrics by which success is measured in academia. Yet, scientific publishing has always been plagued by biases and inequities, and arising changes to the publishing landscape (e.g., globalization, growing mistrust of science, and Artificial Intelligence) pose new challenges and opportunities. Despite the central importance of publishing in science and to scientific careers, training for Early Career Researchers remains largely ad hoc. To address this gap in training, two ASLO Raelyn Cole Editorial Fellows (Peck & Franco-Santos) designed a course on science publishing piloted by Peck at the University of Rhode Island Graduate School of Oceanography. The aim of the course was to demystify the world of academic publishing, train students to successfully navigate different publishing scenarios, teach them the foundations of good peer review, and discuss current topics in ethics and equity in scientific publishing. Graduate students gained knowledge and skills across all stages of the publication process; practiced peer-review; wrote, submitted, and edited a peer-reviewed article; and critically assessed current issues in the scientific publishing world. Not only do we believe that formal training on the publishing process will lead to greater success amongst graduate students, we also believe that these learning opportunities will benefit science and society through the shaping of skilled and ethical writers and peer reviewers.

Presentation Preference: Standard Oral (12 Minutes)

Primary Presenter: Erin Peck, University of Rhode Island (erin.peck@uri.edu)

Authors:

Erin Peck, University of Rhode Island  (erin.peck@uri.edu)

Rita Franco-Santos, Oceans Institute, University of Western Australia  (rita.franco-santos@outlook.com)

Andrew Goering, University of Rhode Island  (andrew.goering@uri.edu)

Michael Norton, University of Rhode Island  (michael.norton@uri.edu)

Izzy Rico, University of Rhode Island  (izzy.rico@uri.edu)