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Academic Publishing & Adjunct Professors<br />CDL Conference<br />April 23 - 24, 2010<br />Saratoga Springs, NY<br />
Academic Publishing & Adjunct Professors<br />Traditionally, why has it been important to publish?<br />Publishing books a...
According to the Ad Hoc Committee on the Future of Scholarly Publishing, there is an increasing emphasis by tenure and pro...
“Publish or Perish” analyzes academic citations via Google Scholar.</li></li></ul><li>Academic Publishing & Adjunct Profes...
Academic Publishing & Adjunct Professors<br />“Publish or perish”<br />In Australia universities receive extra funding bas...
Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach?<br />Strong growth over past...
Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach? According to McKenzie, Mims,...
Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach?<br /><ul><li>Motivation Fact...
Academic Publishing & Adjunct Professors<br />Growth of online learning, US (Allen & Seaman, 2009)<br />Over 4.6 million s...
Academic Publishing & Adjunct Professors<br />Should Online/offline Adjunct professors publish?<br />Few schools currently...
Academic Publishing & Adjunct Professors<br />Should Online/offline Adjunct professors publish?<br />According to Alan Wal...
References<br />
How to Publish? <br />
Method<br />Content Analysis<br />Identify body of material<br />Sample<br />Define the characteristics to be examined<br ...
Body of Material<br />Journal of Computing in Teacher Education<br />www.iste.org <br />Journal of Educational Computing R...
Characteristics<br />
Sample of Data<br />
Results<br />Type of article: great majority require a mix of research application<br />Topics: range from instructional d...
Where to Start?<br />Applied research<br />Answer a specific teaching/learning question<br />Self-assessment<br />Reflexio...
Where to Start?<br />
Recommendations<br />Identify a Journal<br />Collaborate<br />Find a Mentor<br />Work with Guidelines<br />Focus on produc...
Recommendations<br />Accepted<br />Rejected (Newman, 1992)<br />Not suitable for the target audience<br />Poor topic<br />...
Promote Your Work<br />Conferences<br />Sponsorship<br />ESC<br />Professional meetings<br />
Limitations<br />Sample size<br />Assumptions about need of target audience<br />Actual level of involvement of audience<b...
Discussion and Future Research<br />Importance was depicted<br />Provided general guidelines <br />Major publications outl...
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Academic publishing ap11(3)(2)

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  1. 1. Academic Publishing & Adjunct Professors<br />CDL Conference<br />April 23 - 24, 2010<br />Saratoga Springs, NY<br />
  2. 2. Academic Publishing & Adjunct Professors<br />Traditionally, why has it been important to publish?<br />Publishing books and articles has been going on for a long time<br /><ul><li>Oldest scientific journal( Philosophical Transactions of the Royal Society of London) dates back to 1669 (Allen, Olin, & Lancaster, 1994)
  3. 3. According to the Ad Hoc Committee on the Future of Scholarly Publishing, there is an increasing emphasis by tenure and promotion committees on scholarly books, as opposed to articles (www.mla.org).
  4. 4. “Publish or Perish” analyzes academic citations via Google Scholar.</li></li></ul><li>Academic Publishing & Adjunct Professors<br />Traditionally, why has it been important to publish?<br />In theory, it has been done to further scholarly and scientific knowledge<br />Engaging in research and publication is central to an academic’s life-world (Hemmings, Rushbrook, & Smith, 2007).<br />In practice, it has meant job security for tenured professors<br />According to an UK ALPSP report, primary publishing objectives include ability to communicate with peers (33%), career advancement (22%), direct financial reward (1%) (Steele & Henty, 2003).<br />
  5. 5. Academic Publishing & Adjunct Professors<br />“Publish or perish”<br />In Australia universities receive extra funding based on their academic publication rates and academic promotion is difficult without a good publication record (McGrail, Rickard, & Jones, 2006)<br />Publications have become so important in generating funding and prestige, some research groups employ in-house editors (Jones, 1995)<br />Being well-published is more important than being the best instructor (Babb & Mirabella, 2007)<br />Decline of America’s colleges and universities related to trend toward research and away from teaching (Smith, 1990)<br />Emory University offers a workshop on academic publishing that is available, free on iTunes.<br />
  6. 6. Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach?<br />Strong growth over past 40 years; now almost 50% of teaching staff in degree granting institutions (Tipple, 2008)<br />Demand for faculty with real-world experience by nontraditional/adult students (Puzzifero & Shelton, 2009)<br />Greater need by institutions for scheduling flexibility (Berry, 1999)<br />Declining educational funding (NEA, 2009)<br />Increasing enrollments in online education (Allen & Seaman, 2008)<br />
  7. 7. Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach? According to McKenzie, Mims, Bennett, & Waugh (2000),<br />
  8. 8. Academic Publishing & Adjunct Professors<br />Who are the Adjunct Faculty; why do they teach?<br /><ul><li>Motivation Factors (positive)</li></ul>Joy of teaching<br />Personal satisfaction<br />Flexible work schedule<br /><ul><li> Motivation Factors (negative)</li></ul>Job security<br />Advancement<br />Benefits (Shiffman, 2009)<br />
  9. 9. Academic Publishing & Adjunct Professors<br />Growth of online learning, US (Allen & Seaman, 2009)<br />Over 4.6 million students took at least one online course during fall of 2008, a 17% increase (compared to an overall higher education increase of 1.2%)<br />More than one in four higher education students now take at least one course online.<br />Less than one-third of chief academic officers believe that their faculty accept the value and legitimacy of online education. This percent has changed little over the last six years.<br />The proportion of chief academic officers that report their faculty accept online education varies widely by type of school but reaches a majority in none<br />
  10. 10. Academic Publishing & Adjunct Professors<br />Should Online/offline Adjunct professors publish?<br />Few schools currently use publications as a decision maker (rarely shows up on ads) but……..<br />Looks great on your application<br />Makes the school look better<br />Tenured faculty tend to accept you more easily (Babb and Mirabella, 2007)<br />
  11. 11. Academic Publishing & Adjunct Professors<br />Should Online/offline Adjunct professors publish?<br />According to Alan Walker (“A President Speaks”, 2009):<br />As an adjunct, published 17 articles for journals and conference papers between 1991 and 1999<br />Direct support from employers/institutions was minimal; indirect support was participation in professional organizations and attendance at national and international professional conferences. <br />UIU provides minimal support for adjunct scholarly support, due to limited resources<br />
  12. 12. References<br />
  13. 13. How to Publish? <br />
  14. 14. Method<br />Content Analysis<br />Identify body of material<br />Sample<br />Define the characteristics to be examined<br />Examine the material for instance of defined characteristics<br />
  15. 15. Body of Material<br />Journal of Computing in Teacher Education<br />www.iste.org <br />Journal of Educational Computing Research<br />www.baywood.com <br />Journal of Educational Media<br />www.ingentaconnect.com <br />Journal of Educational Technology and Society<br />www.ifets.info <br />Journal of Instructional Science and Technology<br />www.usq.edu.au <br />Journal of Interactive Learning Research<br />www.aace.org <br />Journal of Interactive Media in Education<br />www-jime.open.ac.uk <br />Journal of Research on Technology in Education<br />www.iste.org <br />Journal of Technology & Teacher Education<br />www.aace.org <br />Journal of Technology Education<br />scholar.lib.vt.edu <br />Language Learning & Technology<br />llt.msu.edu <br />Meridian<br />www2.ncsu.edu <br />Teaching English with Technology .<br />www.iatefl.org.pl <br />TECHNOS<br />www.technos.net <br />The New Curriculum<br />www.newcurriculum.com <br />Australian Journal of Educational Technology<br />www.ascilite.org.au <br />British Journal of Educational Technology<br />www.blackwellpublishing.com <br />Canadian Journal of Learning and Technology<br />www.amtec.ca <br />Computer Assisted Language Learning<br />www.szp.swets.nl <br />Educational Technology Review<br />www.aace.org <br />From Now On<br />www.fno.org <br />Interactions<br />www2.warwick.ac.uk <br />Interactive Educational Multimedia<br />www.ub.es <br />International Journal of Instructional Media<br />www.adprima.com <br />International Journal of Technology and Design Education<br />www.technos.net <br />Australian Journal of Educational Technology<br />www.kluweronline.com <br />Journal of Computing in Higher Education<br />www.jchesite.org <br />
  16. 16. Characteristics<br />
  17. 17. Sample of Data<br />
  18. 18. Results<br />Type of article: great majority require a mix of research application<br />Topics: range from instructional design, subject matter content and evaluation<br />Acceptance rate: go from a minimum of 13% to a maximum of 13%<br />Frequency of publication: from a minimum of two to six times a year<br />Length: from 2000 to 6000 words<br />
  19. 19. Where to Start?<br />Applied research<br />Answer a specific teaching/learning question<br />Self-assessment<br />Reflexion<br />Link theory and practice<br />Examples<br />Discussions<br />Problems, issues and concerns<br />Prior knowledge<br />?<br />
  20. 20. Where to Start?<br />
  21. 21. Recommendations<br />Identify a Journal<br />Collaborate<br />Find a Mentor<br />Work with Guidelines<br />Focus on product<br />
  22. 22. Recommendations<br />Accepted<br />Rejected (Newman, 1992)<br />Not suitable for the target audience<br />Poor topic<br />Inappropriate style<br />Poor writing<br />Chances of success<br />
  23. 23. Promote Your Work<br />Conferences<br />Sponsorship<br />ESC<br />Professional meetings<br />
  24. 24. Limitations<br />Sample size<br />Assumptions about need of target audience<br />Actual level of involvement of audience<br />
  25. 25. Discussion and Future Research<br />Importance was depicted<br />Provided general guidelines <br />Major publications outlet were identified<br />Major requirements were identified<br />Future research<br />Identify need of the target audience<br />Created collaborative groups<br />Implement Scaffolding strategies<br />
  26. 26. Questions?<br />
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