Attribute |
Advantages |
Challenges |
Resources |
Cohort model |
Building community, well-trained students |
Recruitment,
turnover |
Social media, project mentors and advisors |
Synchronous, for-credit class |
Accountability, psychological safety,
networking, iterative feedback |
Scheduling across time zones/university
calendars |
Zoom, Perusall, Syllabus (Supplemental Info
1) |
Introducing extended team members (e.g., Project Ombuds, Data Manager,
other collaborators) |
Networking, learning different skills,
introduction to Ombuds contact for disputes |
Getting others to
volunteer their time |
ADVANCEGeo Bystander intervention
training |
Reading the project proposal and policies |
Understanding project
operations; building grant writing |
Student engagement |
See citations
for AIMS specific documents |
Student-led discussions |
Creates ownership, builds teaching /
communication skills |
Psychological safety should be established before
students present; uneven pressure on introverted students |
Team Science
Syllabus (Supplemental Info 1) |
Class Code of Conduct made with instructor and students |
Creates
ownership of the class, accountability, respect, confidence,
psychological safety |
Participation in creation and continued
acknowledgement of the Code |
Team Science Code of Conduct (Supplemental
Info 2) |
Introduction of students’ ideas to entire project team
|
Networking, feeling included in the project, building confidence
|
Scheduling; stage fright; hard to provide meaningful feedback with
simultaneous presentations
|
Conceptual model presentations
(Panel 1)
|
One-on-one meeting with instructor and office hours |
Creates
relationship between each student and PI; builds psychological safety;
practices feedback skills |
Scheduling across time zones and competing
demands |
Zoom, scheduling programs, Team Science syllabus (Supplemental
Info 1) |