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Academic Publishing & Adjunct Professors CDL Conference April 23 - 24, 2010 Saratoga Springs, NY
Academic Publishing & Adjunct Professors Traditionally, why has it been important to publish? Publishing books and articles has been going on for a long time
Oldest scientific journal( Philosophical Transactions of the Royal Society of London) dates back to 1669 (Allen, Olin, & Lancaster, 1994)
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).
“Publish or Perish” analyzes academic citations via Google Scholar.
Academic Publishing & Adjunct Professors Traditionally, why has it been important to publish? In theory, it has been done to further scholarly and scientific knowledge Engaging in research and publication is central to an academic’s life-world (Hemmings, Rushbrook, & Smith, 2007). In practice, it has meant job security for tenured professors 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).
Academic Publishing & Adjunct Professors “Publish or perish” 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) Publications have become so important in generating funding and prestige, some research groups employ in-house editors (Jones, 1995) Being well-published is more important than being the best instructor (Babb & Mirabella, 2007) Decline of America’s colleges and universities related to trend toward research and away from teaching (Smith, 1990) Emory University offers a workshop on academic publishing that is available, free on iTunes.
Academic Publishing & Adjunct Professors Who are the Adjunct Faculty; why do they teach? Strong growth over past 40 years; now almost 50% of teaching staff in degree granting institutions (Tipple, 2008) Demand for faculty with real-world experience by nontraditional/adult students (Puzzifero & Shelton, 2009) Greater need by institutions for scheduling flexibility (Berry, 1999) Declining educational funding (NEA, 2009) Increasing enrollments in online education (Allen & Seaman, 2008)
Academic Publishing & Adjunct Professors Who are the Adjunct Faculty; why do they teach? According to McKenzie, Mims, Bennett, & Waugh (2000),
Academic Publishing & Adjunct Professors Who are the Adjunct Faculty; why do they teach?
Motivation Factors (positive)
Joy of teaching Personal satisfaction Flexible work schedule
Academic Publishing & Adjunct Professors Growth of online learning, US (Allen & Seaman, 2009) 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%) More than one in four higher education students now take at least one course online. 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. 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
Academic Publishing & Adjunct Professors Should Online/offline Adjunct professors publish? Few schools currently use publications as a decision maker (rarely shows up on ads) but…….. Looks great on your application Makes the school look better Tenured faculty tend to accept you more easily (Babb and Mirabella, 2007)
Academic Publishing & Adjunct Professors Should Online/offline Adjunct professors publish? According to Alan Walker (“A President Speaks”, 2009): As an adjunct, published 17 articles for journals and conference papers between 1991 and 1999 Direct support from employers/institutions was minimal; indirect support was participation in professional organizations and attendance at national and international professional conferences. UIU provides minimal support for adjunct scholarly support, due to limited resources
Method Content Analysis Identify body of material Sample Define the characteristics to be examined Examine the material for instance of defined characteristics
Body of Material Journal of Computing in Teacher Education www.iste.org Journal of Educational Computing Research www.baywood.com Journal of Educational Media www.ingentaconnect.com Journal of Educational Technology and Society www.ifets.info Journal of Instructional Science and Technology www.usq.edu.au Journal of Interactive Learning Research www.aace.org Journal of Interactive Media in Education www-jime.open.ac.uk Journal of Research on Technology in Education www.iste.org Journal of Technology & Teacher Education www.aace.org Journal of Technology Education scholar.lib.vt.edu Language Learning & Technology llt.msu.edu Meridian www2.ncsu.edu Teaching English with Technology . www.iatefl.org.pl TECHNOS www.technos.net The New Curriculum www.newcurriculum.com Australian Journal of Educational Technology www.ascilite.org.au British Journal of Educational Technology www.blackwellpublishing.com Canadian Journal of Learning and Technology www.amtec.ca Computer Assisted Language Learning www.szp.swets.nl Educational Technology Review www.aace.org From Now On www.fno.org Interactions www2.warwick.ac.uk Interactive Educational Multimedia www.ub.es International Journal of Instructional Media www.adprima.com International Journal of Technology and Design Education www.technos.net Australian Journal of Educational Technology www.kluweronline.com Journal of Computing in Higher Education www.jchesite.org
Results Type of article: great majority require a mix of research application Topics: range from instructional design, subject matter content and evaluation Acceptance rate: go from a minimum of 13% to a maximum of 13% Frequency of publication: from a minimum of two to six times a year Length: from 2000 to 6000 words
Where to Start? Applied research Answer a specific teaching/learning question Self-assessment Reflexion Link theory and practice Examples Discussions Problems, issues and concerns Prior knowledge ?
Recommendations Identify a Journal Collaborate Find a Mentor Work with Guidelines Focus on product
Recommendations Accepted Rejected (Newman, 1992) Not suitable for the target audience Poor topic Inappropriate style Poor writing Chances of success
Promote Your Work Conferences Sponsorship ESC Professional meetings
Limitations Sample size Assumptions about need of target audience Actual level of involvement of audience
Discussion and Future Research Importance was depicted Provided general guidelines Major publications outlet were identified Major requirements were identified Future research Identify need of the target audience Created collaborative groups Implement Scaffolding strategies