Academic publishing ap11(3)(2)


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Academic publishing ap11(3)(2)

  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 (
  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 /> <br />Journal of Educational Computing Research<br /> <br />Journal of Educational Media<br /> <br />Journal of Educational Technology and Society<br /> <br />Journal of Instructional Science and Technology<br /> <br />Journal of Interactive Learning Research<br /> <br />Journal of Interactive Media in Education<br /> <br />Journal of Research on Technology in Education<br /> <br />Journal of Technology & Teacher Education<br /> <br />Journal of Technology Education<br /> <br />Language Learning & Technology<br /> <br />Meridian<br /> <br />Teaching English with Technology .<br /> <br />TECHNOS<br /> <br />The New Curriculum<br /> <br />Australian Journal of Educational Technology<br /> <br />British Journal of Educational Technology<br /> <br />Canadian Journal of Learning and Technology<br /> <br />Computer Assisted Language Learning<br /> <br />Educational Technology Review<br /> <br />From Now On<br /> <br />Interactions<br /> <br />Interactive Educational Multimedia<br /> <br />International Journal of Instructional Media<br /> <br />International Journal of Technology and Design Education<br /> <br />Australian Journal of Educational Technology<br /> <br />Journal of Computing in Higher Education<br /> <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 />
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.