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Each session centers on hypothesis development, evaluation, refinement, group discussion, and identifying new investigation directions, supported by literature-based reference materials. 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Clark1*, Adam W. Rollins1, and Philip Smith2  \n1Department of Biology, Lincoln Memorial University, Harrogate, TN 37752, 2Carnegie-Vincent Library, Lincoln Memorial University, Harrogate, TN 37752  \n*Corresponding Author: [Jordan.Clark@lmunet.edu](Jordan.Clark@lmunet.edu)  \nAbstract: Journal clubs have been used to advance students’ scientific skills beyond basic knowledge and comprehension, but students often view the traditional format of analyzing reported data and experimental design as laborious and intimidating. As such, the traditional approach can diminish student engagement and enthusiasm for the value of scientific research and literature. In order to overcome this hurdle, we developed a novel journal club format that engages students in discussions of research literature while fostering attitudes of excitement and enthusiasm towards science. The semester begins with a broad discussion of a provocative, mysterious or even controversial central topic. During the course of the semester, students develop a research model about the topic utilizing a wide range of reference materials. Each session consists of developing, evaluating and refining hypotheses, engaging in group discussions, and determining potential directions of investigation. Herein we present (a) the details of this format including an example topic, (b) a discussion of student feedback and (c) observations following the conclusion of the inaugural undergraduate journal club.  \nKey words: Critical thinking; literature; science education; teaching methods; undergraduate Learning  \nINTRODUCTION  \nA review of pedagogical literature over the past decade reveals an abundance of novel classroom and laboratory methods focused on critical thinking (Allen & Tanner, 2003; Breakwell, 2003; Brown, 2010; Chaplin, 2003; Choe & Drennan, 2000; Kolkhorst et al., 2001) . The fundamental aspects of critical thinking include the ability to extract key information from literature, debate the evidence, and independently design protocols (Bailin, 2001; Crowe, Dirks, & Wenderoth, 2008) . The integration of research literature into classroom activities has been shown as an effective strategy for the development of critical thinking across multiple science disciplines (Breakwell, 2003; Brickman, 2012; Chisman, 1997; Choe & Drennan, 2000; Hoskins et al., 2007; JanickBuckner, 1997; Krontiris-Litowitz, 2013; Muench, 1999) . However, a common concern is that research literature’s advanced language may confuse or frustrate novice students and ultimately prevent them from appreciating the applicability beyond traditional textbooks. To address these concerns, science educators often attempt to relate scientific information to real-world situations by utilizing various media sources familiar to a wide-range of students (Brickman, 2012; Brown, 2010; KrontirisLitowitz, 2013) . Some truly novel methods introduce research literature in a particular sequence in order to illustrate the inception and evolution of the scientific process (Hoskins et al., 2007) .  \nRecognizing the potential for research-based literature to help our students improve their critical thinking skills, we decided to develop an undergraduate journal club. However, we wanted to take a unique approach with the objective of creating  \na relaxed atmosphere that would stimulate scientific curiosity and wonder outside of the academic curriculum. Our objective was to appeal to our student’s imagination and curiosity thus intriguing them to explore science beyond the conventional context. Once this was accomplished we could help them develop their critical thinking skills in a way that was not viewed as laborious or intimidating.  \nMETHODS  \nThe following journal club format was implemented at Lincoln Memorial University, a rural four year university in Tennessee, during a sixteen week fall semester. Meetings officially started in October and ended in December holding a tot","cbCaiq3tOtj4HE2t","https://ap.wps.com/l/cbCaiq3tOtj4HE2t","pdf",99244,"English","# Introduction\n# Methods\n## Journal Club Format","[{\"question\":\"What activities happen during each journal club session?\",\"answer\":\"Each session focuses on developing, evaluating, and refining hypotheses, followed by group discussions. Students also determine potential directions for further investigation.\"}]","New Methods for an Undergraduate Journal Club | PDF",13]