Submissions
Submission Preparation Checklist
All submissions must meet the following requirements.
- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
- The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
- Where available, DOIs for the references have been provided.
- The submission file is in OpenOffice or Microsoft Word document file format.
- Upon acceptance of the article for publication, the author agrees to the terms in the Publication Agreement and has uploaded a signed copy of this document along with the submission.
Reviews
Reviews will be accepted on a general topic identified for each issue. Reviews should be authored soley by undergraduate science students.
The CURE Report
CURE Reports
Articles by Faculty related to science instruction. CURE Reports (Course-Based Undergraduate Research Experiences) highlight original research conducted by undergraduates as part of a structured course or lab-based curriculum. These submissions should include a clearly defined scientific question, reproducible methods, student-generated data, and an honest discussion of findings and limitations. Projects may arise from a single-semester course or a broader curriculum and should reflect authentic student engagement with the research process.
CURE Reports must include:
- A testable hypothesis or research objective
- Detailed methodology and data analysis
- Acknowledgment of the pedagogical context
- A complete Author Contributions section specifying each contributor’s role
Faculty-led consortia or large author groups are welcome, provided all authors meet MJUSc authorship criteria. Submissions will be peer-reviewed for scientific rigor, clarity, and educational merit.
This section aims to promote high-quality, inquiry-driven undergraduate research and encourage the integration of publishable science into STEM education.
From the Bench
From the Bench published one-page essays from High School, undergraduate, or Masters Degree-seeking students about their personal experience working in the laboratory for the first time. These are informal, personal reflections.
A headshot of the author is requested, but not required for these articles.
Copyright Notice
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