Publishing and Pedagogy: Extending the Capstone Experience

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Stephanie Davis-Kahl, Scholarly Communications Librarian, Illinois Wesleyan University This poster will discuss an experimental collaboration between a librarian and the faculty advisor of the Undergraduate Economic Review, a born-digital, open access student-edited journal. Each partner brings their specific expertise and knowledge to the table in order to facilitate a real-life publishing experience integrated into the economics department capstone seminar course. The course requires students to demonstrate the skills and knowledge gained in three years of coursework to critically review articles submitted to the journal from around the world for publication. This session will summarize briefly the history of the journal, outline the disciplinary contributions of the librarian and faculty member, and provide insight into student reaction into how editorial and peer review work changed their outlook on writing, publishing and open access issues. Benefits and challenges of the experiment will be presented, as will recommendations for other librarians who wish to collaborate closely with departments or faculty in publishing open access journals. The poster will feature examples of article review criteria, materials used to educate students on open access and publishing, and feedback from students about the experience. Future steps for marketing, assessment and future development of the journal will also be discussed.

Economy & Finance Technology


Extending the Capstone Course Experience ⌘ NITLE Symposium, April 16-17, 2012

“The UER is an online journal that promotes high quality original
undergraduate economic research by publishing student
authored research from around the world.”
[http://digitalcommons.iwu.edu/uer]

Strengths of UER Challenges in Managing UER
⌘ Builds on curricular emphasis on writing, ⌘ Long-term consistency
information literacy, quantitative skills ⌘Incentives: student reviewers, editorial staff
⌘ Engaged faculty advisor ⌘Marketing
⌘Expectations, roles clear through training ⌘Assessment (short- and long-term)
⌘ Shows undergraduate research valued ⌘Involving external advisors, students
⌘ Used in courses as models, in assignments ⌘Connection to departmental, library’s goals
⌘Stable infrastructure aids editorial process for curriculum, publishing program, etc.

“Intellectual Entrepreneurship is defined as Foundations:
educating individuals who utilize their Faculty/librarian/student partnership
intellectual assets to add to interdisciplinary Critical peer review process
knowledge and social good.” (Cherwitz) Open access

Stephanie Davis-Kahl [sdaviska@iwu.edu], The Ames Library, Illinois Wesleyan University
many thanks to Professor Michael Seeborg, Department of Economics

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