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1. Ten simple rules for structuring papers.

Author

Mensh, Brett and Kording, Konrad

Subjects
*AUTHORSHIP, *AUTHOR-reader relationships, *PARALLELISM (Linguistics), *ABSTRACTING, *AUTHORS
Abstract

The article presents several rules for restructuring papers to avoid losing readers. Authors are instructed to focus their papers on a central contribution and to concentrate on the context-content-conclusion (C-C-C) scheme. They are also advised to optimize a paper's logical flow by avoiding zig-zag and using parallelism and to include complete story in the abstract.

Published
2017
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2. Women are underrepresented in computational biology: An analysis of the scholarly literature in biology, computer science and computational biology.

Author

Bonham, Kevin S. and Stefan, Melanie I.

Subjects
*STEM education, *COMPUTATIONAL biology, *BIBLIOMETRICS, *SCIENCE publishing, *SCIENCE & state
Abstract

While women are generally underrepresented in STEM fields, there are noticeable differences between fields. For instance, the gender ratio in biology is more balanced than in computer science. We were interested in how this difference is reflected in the interdisciplinary field of computational/quantitative biology. To this end, we examined the proportion of female authors in publications from the PubMed and arXiv databases. There are fewer female authors on research papers in computational biology, as compared to biology in general. This is true across authorship position, year, and journal impact factor. A comparison with arXiv shows that quantitative biology papers have a higher ratio of female authors than computer science papers, placing computational biology in between its two parent fields in terms of gender representation. Both in biology and in computational biology, a female last author increases the probability of other authors on the paper being female, pointing to a potential role of female PIs in influencing the gender balance. [ABSTRACT FROM AUTHOR]

Published
2017
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3. Ten simple rules for partnering with K-12 teachers to support broader impact goals

Author

Louise S. Mead, Kristin M. Bass, Alexa Warwick, Frieda Reichsman, and Angela Kolonich

Subjects
0301 basic medicine, Evolutionary Genetics, Science and Technology Workforce, Biomedical Research, Social Sciences, Careers in Research, Science education, 0302 clinical medicine, Learning and Memory, Sociology, ComputingMilieux_COMPUTERSANDEDUCATION, Psychology, Cooperative Behavior, Biology (General), Grade level, Simple (philosophy), Schools, Ecology, Professional development, Research Personnel, Professions, Science research, Editorial, Computational Theory and Mathematics, Modeling and Simulation, Physical Sciences, Educational Status, Engineering ethics, Human learning, Science Policy, QH301-705.5, Science, Materials Science, Schoolchildren, Biology, Education, 03 medical and health sciences, Cellular and Molecular Neuroscience, Human Learning, Genetics, Humans, Learning, Molecular Biology, Ecology, Evolution, Behavior and Systematics, Evolutionary Biology, Cognitive Psychology, Biology and Life Sciences, Teachers, 030104 developmental biology, Science Education, People and Places, Cognitive Science, Scientists, Population Groupings, School Teachers, 030217 neurology & neurosurgery, Professional expertise, Neuroscience
Abstract

Contributing to broader impacts is an important aspect of scientific research. Engaging practicing K-12 teachers as part of a research project can be an effective approach for addressing broader impacts requirements of grants, while also advancing researcher and teacher professional growth. Our focus is on leveraging teachers' professional expertise to develop science education materials grounded in emerging scientific research. In this paper, we describe ten simple rules for planning, implementing, and evaluating teacher engagement to support the broader impact goals of your research project. These collaborations can lead to the development of instructional materials or activities for students in the classroom or provide science research opportunities for teachers. We share our successes and lessons learned while collaborating with high school biology teachers to create technology-based, instructional materials developed from basic biological research. The rules we describe are applicable across teacher partnerships at any grade level in that they emphasize eliciting and respecting teachers' professionalism and expertise.

Published
2020