Traumatic exposure of college freshmen to primary scientific literature: How to avoid turning students off from reading journal articles

Abstract

Proficiency in reading primary literature is increasingly recognized as a skill that students should begin to achieve early in their college studies. Here, I report on a multi-year, department-wide effort at incorporating primary scientific literature into introductory biology courses at a liberal arts college. I found that requiring too much primary literature too soon can leave students confused, frustrated, and disenchanted with scientific research at a stage in their education when it is vital to foster a passion for science. I conclude with suggestions for a gentler, more productive entrée into primary literature for students in introductory science courses.