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Published student research has shown to have very significant educational value, and has done much to advance the educational careers of students. The Astronomy Research Seminars initially observed binaries with small amateur telescopes and simple astrometric eyepieces. Not surprisingly, they were only able to observe widely separated, bright, long-period binaries. These binary observations were of sufficient scientific interest to be published and included in the Washington Double Star Catalog. However, as the seminar evolved, most observations were made on larger research-grade telescopes with electronic cameras, allowing observations of binaries with small separations, were faint, and had short periods. These were of much greater scientific interest.

The workshops are exploring how further increases can be made in the scientific value of published student team research. How can this be done without harming the educational value, such as making projects more difficult?


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