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) CEL’s Book Series: Similarities and Differences Since 2019, CEL has been home to not one, but two, book series. We’re sometimes asked what the difference is between the two. Well, they are each unique (and each excellent in their own way), so this post will explain… Embracing Systematic Literature Reviews in Education Research: A Path to Rigorous Discovery In the ever-evolving landscape of education research, the approach we take toward investigating new domains can significantly influence the outcomes and insights we garner. One such approach, which we firmly advocate for, is the systematic literature review (SLR). This method… Telling Your Research Story: Research Impact Measurement in the Scholarship of Teaching and Learning This is the introduction to a series on impact measurement for Scholarship of Teaching and Learning (SoTL) researchers. Drawing on their expertise in information science and instructional technology, Lindsay McNiff (Dalhousie University) and Lauren Hays (University of Central Missouri) created… Telling Your Research Story: Citations, H-index, and Journal Impact Factor in SoTL This is the first installment in a series on impact measurement for Scholarship of Teaching and Learning (SoTL) researchers. This post is intended for individuals who publish in SoTL journals, contribute chapters and/or write books about SoTL, and/or attend SoTL… Telling Your Research Story: Beyond Citations in SoTL This is the second installment in a series on impact measurement for Scholarship of Teaching and Learning (SoTL) researchers. In part 1, I discussed traditional metrics for measuring the influence of SoTL work. This post looks at nontraditional methods of… Telling Your Research Story: Maximizing Your SoTL Impact This is the last installment in a series on impact measurement for Scholarship of Teaching and Learning (SoTL) researchers. The first part covered traditional metrics, while the second showcased newer, more unconventional ways to track impact. As noted in the… < 1 2 … 5 6 Considering Ethical Strategies for Collaborative Writing Who is an author? Typically… Group members who have made substantial conceptual contributions to the publication Group members who have participated in data collection, analysis, or interpretation of the data Group 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; or List 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; or Alternate between these strategies so that someone’s last name does not consistently position them first (or last) among the alphabetical listings; or List 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 Education College Teaching Higher Education: The International Journal of Higher Education Research Innovative Higher Education InSight: A Journal of Scholarly Teaching International Journal for Academic Development International Journal for the Scholarship of Teaching and Learning International Journal of Teaching and Learning in Higher Education Journal on Excellence in College Teaching Journal of Higher Education Journal of the Scholarship of Teaching and Learning Mountain Rise: The International Journal for the Scholarship of Teaching and Learning New Directions for Community Colleges New Directions for Higher Education New Directions for Student Services New Directions for Teaching and Learning Perspectives on Undergraduate Research and Mentoring in Higher Education Research in Higher Education Studies in Higher Education Teaching and Learning Inquiry (Journal of the International Society for the Scholarship of Teaching and Learning) Teaching and Learning Together in Higher Education Teaching 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: Center for Engaged Learning/Routledge Publishing Series on Engaged Learning and Teaching Center 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.
