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Benefits and Challenges of Publishing
Undergraduate Students’ Writing
Chrissy Burns
Instructor, English Language Centre Editor-in-Chief, Inscribe
Outline: Publishing undergraduate research and writing
Context: Hong Kong and PolyU
Our journal: Benefits and challenges
Best practices
Q & A discussion
Publishing UG research and writing
Boyer Commission
report (1998)
Pedagogical
changes;
Focus on real
world results
Changes in
scholarly
publishing
Desire of students
to publish
Pervasive digital
publishing
Libraries - Information literacy
- Institutional
repositories (IRs)
- Open access
UG journals – some numbers
• …Emerging campus synergy in support of UR, engaged lea i g a d pu lishi g (Caprio, 2014, p. 150)
170+ undergraduate journals in the US (Stone, Benson & Beech, 2016)
1/3 of US institutions have 1+ online or print UG research journal (Kaitlin, as cited in Stone, Benson & Beech, 2016)
50% faculty-led / 50% student-run in the UK (cite)
Issues of sustainability (2009: 50%+ with broken links/old current issue) (Weiner & Watkinson, 2014)
Rationale / aims of journals Legitimate outlets for the publication and celebration of
outsta di g stude t esea h Ko, , p.
Promotion of student research or encouragement of student publication (80% of journal missions) (Ng et al., 2017)
- Low-risk opportunity to engage in scholarly writing and critical appraisal of evidence
- Develop writing and critical thinking skills
- Develop leadership and critical appraisal skills (editorial board) (Ng et al., 2017)
Student Journal Possibilities
Types and sources of
writing
Management and
editing*
Technology and hosting
Research / STEM,
medicine, law,
multidisciplinary, etc.
Faculty Libraries
Senior thesis Students IT department support
Course or program Mix of faculty and
students
Humanities & general
education
* reviewers, editors,
advisers, proofreaders,
editor-in-chief
PolyU, ELC and GE / WAC
Founded 1937; university status in 1994
QS rankings in 2018: 95th in the world / 27th in Asia
28,499 students:
- 16,355 undergrads; 10,101 post-grads; 2,134 sub-degree
- 80% Hong Kong; 18% mainland China; 2.5% international
English Language Centre:
- 90+ academic staff
- Teach mandatory first-year English & discipline-specific English courses
2012: implementation of General Education / Writing Across the Curriculum
- ELC teachers provide pedagogical support and individual feedback and
consultations to students (>5000 students, 20 assignment genres yearly)
The establishment of Inscribe • An objective of grant to establish GE/WAC program
Rationale:
• Motivation for students to engage in WAC and writing
• A k o ledge e t of stude ts GE iti g
• Development of a writing community on campus
• Open access, multi-disciplinary, published yearly
• Focuses on GE and ELC courses
• Open call for submission & emails to GE and ELC teachers
• No funding; minor time-off compensation for Editor-in-Chief
• Faculty support: 6 reviewers, 6 editors, 6 proofreaders
Revolution: The Right Way
• By Anoushka Mahar, Accounting & Finance student
• Persuasive writing course offered by ELC
• Manifesto – a call to action
• www.inscribe.elc.polyu.edu.hk
Students’ Top Benefits
1. Editing process / working with the editor (5/6)
- the o e ou edit the o e ou lea ; it as so ethi g I eall e jo ed
- Meeti g people ho eall e jo iti g ; the i te a tio ith the edito
2. Learning / improving my writing (3/6)
- The est pa t as i p o i g iti g skills
- It added o e to a se al of iti g
3. Finishing / satisfaction (2/6)
- Whe I fi all fi ished, I felt e satisfied ; he e e thi g e ded
4. Confidence (2/6)
- Wo ki g ith EIC a d Edito … i p o ed o fide e a d i te est i iti g
5. Enjoyment (1/6); Interest in writing (1/6)
- No a ade i deadli e, o st ess
Students’ Biggest Challenges
1. Language (3/6)
- A spe ifi pa ag aph. I kept editi g it ut it e e see ed to e u de sta da le. M audie e as st uggli g to u de sta d
- Choosi g the ight o ds. I ha e a feeli g a d I do t k o ho to e p ess it.
- …ti ut i po ta t o ds; ho to e og ise la guage e o s
2. Negotiations with the editor (2/6)
- Getti g ou essage a oss to edito s ho…sha e a diffe e t pe spe ti e
- The edito did t tea h this su je t efo e… e had disag ee e ts
3. Negative comments from the editor (1/6)
- The o e ts o the fi st editi g d aft… e otio al a ie s ou t to o e o e. Unclear , Can’t picture that – it feels ad
Faculty Challenges • Interaction with the student
- Bei g patie t ith the stude ts
- W iti g is a e pe so al thi g… stude ts ha e to e ope to uite o je ti e a d iti al feed a k a d lea to e edito s
- Co itti g stude ts to e ise
• Unfamiliar genres of writing
- So e te ts a e uite te h i al ; spe ifi , u fa ilia ge es
• Workload
- P oof eadi g a e uite tedious, espe iall efe e es a d itatio s
Faculty’s perceived benefits • Publicity / promotion of ELC
• Showcase to the wider community (PolyU is more than vocational ed.)
• Motivate students to read and write
• We e o e o e a a e of the stude ts e p essio , a a e ess, iti g and how teachers can help
How more benefits can be realized:
• - needs more promotion outside the ELC
• - embedded in a course
• - expand the profile and readership
• - genre guidelines and vocabulary resources
Challenges for universities Cost, administrative and QC concerns (Walkington & Jenkins, 2017)
Costs Administrative Quality Control
- Funding issues: showing
the impact
- Financial sustainability of
the hosting service
- Publication costs
- Late al osts Waye &
Simpson, 2016); faculty
pressure and workload
- Monitoring and oversight
- Poor timing (semesters,
graduation, summers)
- Sources of quality work
- Students may need
encouragement to submit
- Systems of submission,
editing, review
Challenges for universities Cost, administrative and QC concerns (Walkington & Jenkins, 2017)
(Waye & Simpson, 2016)
Institutional Challenges of Inscribe
• La k of ti e gift e o o /p estige ; fa ult ti e tied to grant funding
• Quality of submissions (assignment, writing,
criticality)
• Wide scope / lack of focus / lack of writing
community
• Lack of visibility and promotion (information
overload / branding)
• Technology and hosting ($/time)
Conclusions
Inscribe is a unique and rich experience for students.
- E ide e of stude ts e efits
- Supports aims of the ELC and PolyU
- Wider benefits to student body unknown - Students whose scripts are rejected?
- Clearer perspective on possibilities and ways of overcoming challenges
References Caprio, M.J. (2014). Student publishing: Future scholars as change agents. OCLC Systems & Services: International digital library perspectives, 30(3), 144-157.
Ford, J. D., & Newmark, J. (2011). Emphasizing Research (Further) in Undergraduate Technical Communication Curricula: Involving Undergraduate Students with an Academic Journal's Publication and Management. Journal of Technical Writing and Communication, 41(3), 311-324.
Ho, A. K. (2011). Creating and Hosting Student-Run Research Journals: A Case Study. Partnership: The Canadian Journal of Library and Information Practice and Research, 6(2).
Mariani, M., Buckley, F., Reidy, T., & Witmer, R. (2013). Promoting student learning and scholarship through undergraduate research journals. PS: Political Science & Politics, 46(4), 830-835.
Neville, P., Power, M., Barnes, C., & Haynes, A. (2012). Exploring the "Learning Careers" of Irish Undergraduate Sociology Students through the Establishment of an Undergraduate Sociology Student Journal. Teaching Sociology, 40(2), 107-122. Retrieved from http://www.jstor.org/stable/41502735
Ng, K., Lari, M. H. A., & Chan, S. W. S. Student-Run Academic Journals in STEM: A Growing Trend in Scholarly Communication. https://www.csescienceeditor.org/article/student-run-academic-journals-stem-growing-trend-scholarly-communication/
Sheedlo, S. (1998). Finding Reasons to Publish Student Writers. Language Arts Journal of Michigan, 14(2), 47-50. Retreived from http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1417&context=lajm Siegel, V. (2004). Points of View: Should Students Be Encouraged To Publish Their Research in Student-Run Publications? Weighing the Pros and Cons of Undergraduate-only Journal Publications. Cell Biology Education, 3(1), 26-27.
Stone, G., Jensen, K., & Beech, M. (2016). Publishing Undergraduate Research: Linking Teaching and Research through a Dedicated Peer-Reviewed Open Access Journal. Journal of scholarly publishing, 47(2), 147-170.
Walkington, H. (2012). Developing dialogue learning space: The case of online undergraduate research journals. Journal of Geography in Higher Education, 36, 547-562.
Walkington, H., & Jenkins, A. (2008). Embedding undergraduate research publication in the student learning experience. Brookes eJournal of Learning and Teaching, 2(3), 2. Retrieved from http://bejlt.brookes.ac.uk
Waye, L., & Simpson, A. (2016). Reflections on a Student Research Journal: What are the impacts, and are they worth it?. Transformative Dialogues: Teaching & Learning Journal, 9(2).
Weiner, S., & Watkinson, C. (2014). What do students learn from participation in an undergraduate research journal? Results of an assessment. Journal of Librarianship and Scholarly Communication, 2(2).
Lilly Conference Austin 2018
- 25% health (nursing/medical)
– 25% sciences
– 20% humanities and social science
– 20% business
– 10% English/first year composition
– https://www.lillyconferences-tx.com/
Focus of this presentation
– 10 + active learning techniques
– - short activities to structure and guide learning
– - i i al pla i g; easy to i corporate i to what you’re already doing
– - technology or not
– Reading videos idea
– Gems of wisdom
ALT # 2 Polleverywhere
– Students can stay connected on their mobile
phone
– Interactive, instant answers can prompt
interesting class discussions
– Check for understanding
– What should we do next? – instant feedback
ALT #3: Prediction
– Activates the brain – neuroscience
– - predict course content, paragraph of
writing
– - online tools, tell your partner
GEM
– No lear i g without atte tio
– - more than just giving information – must be structured and scaffolded – must be engaging (**Dornyei – Feb 26)
– - real world, relates to their life
– Courses and classes must first focus on getting attention: relevance, value, context
GEM - Engagement
– Engagement is a product of:
– Motivation
And
– Active learning
– A synergistic interaction
GEM: Teaching Synergy
1. ZPD – material and tasks are appropriately
challenging
2. Building a sense of a learning community
3. Teaching for holistic learning
Holistic learning
– recognize the connectedness of mind, body
and spirit.
– physical, personal, social, emotional and
spiritual wellbeing as well as cognitive
aspects of learning
ALT #4: Pre- and post- Quiz
– Quiz or survey of views before learning
– Quiz or survey of views after learning
– Comparison; how did knowledge or
attitudes change?
ALT # 6 – One sentence summary
– Have students summarise in one sentence
what they have learned from the class
lecture and activities.
– Ideas:
– - why we reference / how to write an in-text
citation
– - how to find journal articles
–
–
–
GEM
– Reduce cognitive load / reduce distractions
– Overwhelm (e.g. referencing)
– Structuring and scaffolding of learning
– Teaching rather than testing
GEM
– Our courses are steppi g sto es or obstacles
– - making content relevant; news that
connects to the class