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 Publishing: Creating Effective Tables I have a love/hate relationship with tables. I love when we can incorporate any type of visual into CEL publications, but I hate to see poorly designed or unnecessary tables in academic writing. When creating a table, you have to… Academic Publishing: Promoting Your Book Once the publication date for your book is nearing, it’s time to think carefully about how you can help with promotion. Academic publishers do all they can to make sure your work will reach its intended readers, but they have… Academic Book Publishing: Indexing In today’s world, when we read so much content on-screen and can so easily use the “find” command, you might question whether an index is still necessary. The answer is yes (read on for why), and that means that once… Making a Case for Open Access Books in Promotion and Tenure Processes When I discuss the Center’s two book series with potential authors, a recurring question centers around the implications of publishing an open access book if the authors are still pre-tenure or anticipate applying for promotions. How can authors make a case for… Academic Book Publishing: Book Websites and Supplemental Resources Book websites are a great way to share information about your book and help readers decide whether they want to purchase or download it. Having a stable URL to share with potential readers can be helpful as you market your… Academic Publishing: Diagrams, Photos, and Illustrations Everyone loves a good graphic, even (especially?) in academic writing. I’ve already written blog posts about creating effective data visualizations and tables, and in this post I’ll focus on other types of graphics that you might include in your publications on engaged learning. … < 1 2 3 4 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.
