G. S. McDowell

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

The paper examines how mentors support students in developing professional science disciplinary literacy practices through writing and publishing research.

Optimizing Short-format Training: an International Consensus on Effective, Inclusive, and Career-spanning Professional Development in the Life Sciences and Beyond

This paper presents 14 recommendations to improve short-format training in STEMM fields through a framework called the Bicycle Principles, aiming to make training more effective, inclusive, and career-spanning.

Preprint peer review enhances undergraduate biology students' disciplinary literacy and sense of belonging in STEM

This study shows that teaching undergraduate biology students to write and publish peer reviews improves their scientific literacy, identity, and sense of belonging in STEM.

The DocMaps Framework for representing assertions on research products in an extensible, machine-readable, and discoverable format

The paper proposes a framework for representing machine-readable, extensible, and discoverable assertions about research products and editorial processes.

Co-reviewing and ghostwriting by early career researchers in the peer review of manuscripts

This study examines co-reviewing and ghostwriting by early career researchers in peer review, finding common practices and ethical concerns.