ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

CDL ConferenceApril 23 - 24, 2010Saratoga Springs, NY

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Traditionally, why has it been important to publish?

Publishing books and articles has been going on for a long time• Oldest scientific journal( Philosophical Transactions of

the Royal Society of London) dates back to 1669 (Allen, Olin, & Lancaster, 1994)

• According to the Ad Hoc Committee on the Future of Scholarly Publishing, there is an increasing emphasis by tenure and promotion committees on scholarly books, as opposed to articles (www.mla.org).

• “Publish or Perish” analyzes academic citations via Google Scholar.

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Traditionally, why has it been important to publish? In theory, it has been done to further scholarly and

scientific knowledge Engaging in research and publication is central to an

academic’s life-world (Hemmings, Rushbrook, & Smith, 2007).

In practice, it has meant job security for tenured professors

According to an UK ALPSP report, primary publishing objectives include ability to communicate with peers (33%), career advancement (22%), direct financial reward (1%) (Steele & Henty, 2003).

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

“Publish or perish” In Australia universities receive extra funding based on their

academic publication rates and academic promotion is difficult without a good publication record (McGrail, Rickard, & Jones, 2006)

Publications have become so important in generating funding and prestige, some research groups employ in-house editors (Jones, 1995)

Being well-published is more important than being the best instructor (Babb & Mirabella, 2007)

Decline of America’s colleges and universities related to trend toward research and away from teaching (Smith, 1990)

Emory University offers a workshop on academic publishing that is available, free on iTunes.

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Who are the Adjunct Faculty; why do they teach? Strong growth over past 40 years; now almost 50%

of teaching staff in degree granting institutions (Tipple, 2008)

Demand for faculty with real-world experience by nontraditional/adult students (Puzzifero & Shelton, 2009)

Greater need by institutions for scheduling flexibility (Berry, 1999)

Declining educational funding (NEA, 2009) Increasing enrollments in online education (Allen &

Seaman, 2008)

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Who are the Adjunct Faculty; why do they teach? According to McKenzie, Mims, Bennett, & Waugh (2000),

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Who are the Adjunct Faculty; why do they teach?

• Motivation Factors (positive) Joy of teaching Personal satisfaction Flexible work schedule

• Motivation Factors (negative) Job security Advancement Benefits (Shiffman, 2009)

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Growth of online learning, US (Allen & Seaman, 2009) Over 4.6 million students took at least one online course

during fall of 2008, a 17% increase (compared to an overall higher education increase of 1.2%)

More than one in four higher education students now take at least one course online.

Less than one-third of chief academic officers believe that their faculty accept the value and legitimacy of online education. This percent has changed little over the last six years.

The proportion of chief academic officers that report their faculty accept online education varies widely by type of school but reaches a majority in none

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Should Online/offline Adjunct professors publish?

Few schools currently use publications as a decision maker (rarely shows up on ads) but……..

Looks great on your application Makes the school look better Tenured faculty tend to accept you more easily (Babb

and Mirabella, 2007)

ACADEMIC PUBLISHING & ADJUNCT PROFESSORS

Should Online/offline Adjunct professors publish?

According to Alan Walker (“A President Speaks”, 2009):

As an adjunct, published 17 articles for journals and conference papers between 1991 and 1999

Direct support from employers/institutions was minimal; indirect support was participation in professional organizations and attendance at national and international professional conferences.

UIU provides minimal support for adjunct scholarly support, due to limited resources

REFERENCES

How to Publish?

METHOD

Content Analysis Identify body of material

Sample Define the characteristics to be examined Examine the material for instance of

defined characteristics

BODY OF MATERIAL

Australian Journal of Educational Technology www.ascilite.org.au British Journal of Educational Technology www.blackwellpublishing.com Canadian Journal of Learning and Technology www.amtec.ca Computer Assisted Language Learning www.szp.swets.nl Educational Technology Review www.aace.org From Now On www.fno.org Interactions www2.warwick.ac.uk Interactive Educational Multimedia www.ub.es International Journal of Instructional Media www.adprima.com International Journal of Technology and Design Education

www.technos.net Australian Journal of Educational Technology www.kluweronline.com Journal of Computing in Higher Education www.jchesite.org

Journal of Computing in Teacher Education www.iste.org Journal of Educational Computing Research www.baywood.com Journal of Educational Media www.ingentaconnect.com Journal of Educational Technology and Society www.ifets.info Journal of Instructional Science and Technology www.usq.edu.au Journal of Interactive Learning Research www.aace.org Journal of Interactive Media in Education www-jime.open.ac.uk Journal of Research on Technology in Education www.iste.org Journal of Technology & Teacher Education www.aace.org Journal of Technology Education scholar.lib.vt.edu Language Learning & Technology llt.msu.edu Meridian www2.ncsu.edu Teaching English with Technology .www.iatefl.org.pl TECHNOS www.technos.net The New Curriculum www.newcurriculum.com

CHARACTERISTICSJournal

Type of Article

Topics Acceptance Rate

Frequency Length

SAMPLE OF DATAJournal Type of articles Topics Aceptance rate Issues per

YearLength

Australasian Journal of Educational Technology

Research and review articles. Novel results and insights rather than demonstrations of mastery in topic areas.

Teaching and learning as facilitated by technologies.

30-35% 5 5000-8000 words

British Journal of Educational Technology

Theory, applications and development of educational technology and communications

Instructional design Curriculum development Evaluation;

Assessment instruments*Priorities in resources, planning and organisation;* Delivery systems

Support for self study

N/A 6 per year 4000 Words

Contemporary Issues in Technology and Teacher Education

Theoretical papers focused on the intersection of technology and preservice or in-service teacher preparation.

English Mathematics Science Social Studies General

28% 4 25-40 Pages

Educational Techology Research and Develpment

Research articles using rigorous designs Applications of technology Instructional design K-12, higher education adult learning

13% 6 per year 25-35 Pages

EDUCAUSE Quarterly Practical use of IT in higher education. Teaching and Learning Managing the Enterprise E-

Research Evolving Role of IT and

Leadership

25 4 5,000-6,000 words or six pages

Interactive Educational Multimeda

Research and developments results Educators, instructional designers, psychologist, computing

N/A 2 10-25 Pages

Interactive Learning Environments

all aspects of the design and use of interactive learning environments in the broadest sense, encompassing environments that support individual learners

Innovative learning situations, Tools to aid learning Principles of course design for

Self-organised learning and learning to learn

35 3 2,000 - 6,000 words

RESULTS

Type of article: great majority require a mix of research application

Topics: range from instructional design, subject matter content and evaluation

Acceptance rate: go from a minimum of 13% to a maximum of 13%

Frequency of publication: from a minimum of two to six times a year

Length: from 2000 to 6000 words

WHERE TO START?

Applied research Answer a specific teaching/learning question

Self-assessment Reflexion Link theory and practice

Examples Discussions Problems, issues and concerns Prior knowledge

?

WHERE TO START?

Issue Cause Suggestion for Improvement

Justification

RECOMMENDATIONS

Identify a Journal

Find a Mentor

Work with Guidelines

Focus on product

Collaborate

RECOMMENDATIONS

Accepted Rejected (Newman,

1992) Not suitable for the

target audience Poor topic Inappropriate style Poor writing

Chances of success

PROMOTE YOUR WORK

Conferences Sponsorship ESC

Professional meetings

LIMITATIONS

Sample size Assumptions about need of target

audience Actual level of involvement of audience

DISCUSSION AND FUTURE RESEARCH

Importance was depicted Provided general guidelines Major publications outlet were identified

Major requirements were identified

Future research Identify need of the target audience

Created collaborative groups Implement Scaffolding strategies

QUESTIONS?