HomeStudying Engaged Learning Publishing Research on Teaching and Learning Share: Section NavigationSkip section navigationIn this sectionWhat is SoTL? SoTL vs. Scholarly Teaching Finding SoTL Research Students as Partners in Studying Engaged Learning Asking Inquiry Questions SoTL Inquiry Methods Arts & Humanities and the Scholarship of Teaching and Learning Publishing Research on Teaching and Learning SoTL & Promotions and Tenure The Center’s research seminars and scholar programs often lead to significant publication outcomes (in addition to informing practices on participants’ home campuses), so we routinely update this page to support our participants’ writing goals and those of other SoTL scholars. Understanding the Publishing Process for Book-Length Projects (A CEL Blog Series) Academic Book Publishing: Why Publish Open Access? As regular readers of this blog will know, in 2019 the Center for Engaged Learning launched a brand-new initiative – the Open Access Book Series. We became part of the global movement to make research free and accessible to everyone,… Four Steps to Better Data Visualizations If you’ve collected data in your higher education research on engaged learning, chances are you’d like to present it to your readers in an effective, visually pleasing, and impactful way. The problem is that data visualization is a complex topic,… Academic Book Publishing: Understanding Permissions All academic writing builds on previous research. As Healey, Matthews, and Cook-Sather state in Writing about Learning and Teaching in Higher Education, we are “creating and contributing to scholarly conversations—an ongoing dialogue … that involves people and our construction of… Academic Book Publishing: Securing Permissions In our recent blog post on understanding copyright and permissions, we outlined when you do and do not need to secure permission to reproduce someone else’s writing or artwork in your book. This blog post will take you through the… Publishing Engaged Learning Research: Who is an Author? The Center for Engaged Learning routinely facilitates multi-institutional, collaborative scholarship of teaching and learning (SoTL), so we frequently help co-authors navigate authorship decisions. Since our projects involve international and multi-disciplinary collaborations, we also have encountered a range of region- or… Publishing Engaged Learning Research: Establishing Author Order In a previous post, I discussed factors that can guide who is listed as an author for publications stemming from collaborative projects. In this follow-up post, I share strategies for establishing author order. Different group members may take the lead… < 1 2 3 … 5 6 > Considering Ethical Strategies for Collaborative Writing Who is an author? Typically… Group members who have made substantial conceptual contributions to the publicationGroup members who have participated in data collection, analysis, or interpretation of the dataGroup members who contribute significant drafting, revising, and/or editing Different group members can take the lead on different presentation/publication goals, so discuss timelines and expectations for group members often. Include authorship discussions – preferably in the context of personal and professional goals – as part of your planning. In “Working with Coauthors,” Ann Nevin, Jacqueline Thousand, and Richard Villa highlight the importance not only of setting shared goals, but also of being attentive to individual goals: Each coauthor needs to honestly share any individual goals. One author may have a personal goal of getting the product completed within the shortest amount of time; another may have as a goal to produce the most polished document that will have the greatest possibility of being accepted by a top internationally respected peer-reviewed journal. One author may be motivated to reach a researcher audience, while another may want to reach a practitioner audience. Goal conversations can spare coauthors from experiencing the distress that can occur when unspoken agendas, that is, hidden agendas, are not shared.Nevin, Thousand, and Villa 2010, p. 280 Understanding these individual goals can help shape agreements about who might take leadership roles (and be listed as first author) on different publications. They also can guide conversations about how to acknowledge collaborators across publications. For example, you might agree to: List everyone who collected and/or analyzed data on every publication and promote active writers in the author order, listing remaining members alphabetically; orList everyone who collected and/or analyzed data on every publication and promote active writers in the author order, listing remaining members in reverse alphabetical order; orAlternate between these strategies so that someone’s last name does not consistently position them first (or last) among the alphabetical listings; orList everyone who collected and/or analyzed data on every publication, listing members in an agreed upon order that accounts for collective publication needs/individual goals. Here are a few examples: For one multi-institutional project, co-authors who take the lead on drafting, revising, and editing a manuscript are listed first, and most remaining co-authors are listed alphabetically after those lead authors. The team’s statistician is listed last.In a smaller collaborative team, junior colleagues who need publications for promotion are listed first, since team members typically contribute fairly evenly to the research and writing processes.For publications related to the Center’s work, the director’s and executive director’s names often are listed last (and only if they contributed to a publication) so that the Center’s leaders for a topic area (e.g., undergraduate research, global learning, etc.) are better positioned for name recognition within the associated scholarly community. Since individual goals and professional careers change over time, teams should revisit their shared goals and expectations regularly. Learning and Teaching Journals The following journals publish research on learning and teaching: Active Learning in Higher EducationCollege TeachingHigher Education: The International Journal of Higher Education ResearchInnovative Higher EducationInSight: A Journal of Scholarly TeachingInternational Journal for Academic DevelopmentInternational Journal for the Scholarship of Teaching and LearningInternational Journal of Teaching and Learning in Higher EducationJournal on Excellence in College TeachingJournal of Higher EducationJournal of the Scholarship of Teaching and LearningMountain Rise: The International Journal for the Scholarship of Teaching and LearningNew Directions for Community CollegesNew Directions for Higher EducationNew Directions for Student ServicesNew Directions for Teaching and LearningPerspectives on Undergraduate Research and Mentoring in Higher EducationResearch in Higher EducationStudies in Higher EducationTeaching and Learning Inquiry (Journal of the International Society for the Scholarship of Teaching and Learning)Teaching and Learning Together in Higher EducationTeaching in Higher Education This list is not exhaustive; please email suggestions. Also see the SoTL Journal List maintained by the Faculty Center for Teaching and Learning at the University of Central Florida. Learning and Teaching Book Series The Center for Engaged Learning is home to two book series: Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and TeachingCenter for Engaged Learning Open-Access Book Series Both series offer supplemental resources on the Center’s website. Reference Nevin, Ann I., Jacqueline S. Thousand, and Richard A. Villa. 2010. “Working with Coauthors.” In the Handbook of Scholarly Writing and Publishing, edited by Tonette S. Rocco, Tim Hatcher, and Associates, 274-292. San Francisco: Jossey-Bass.
