New Issue of The Journal of the Scholarship of Teaching and Learning (JoSoTL) Published

The Journal of the Scholarship of Teaching and Learning (JoSoTL) has published a new issue for October, 2019. The IU Libraries host over 60 issues of JoSoTL open access, dating back to 2001.

JoSoTL focuses on publishing rigorous, data-driven research, along with innovative case studies, essays, critiques, and articles that “contribute to deeper understanding of the issues, problems, and research relevant to the community of reflective teacher-scholars.”

Stylized cover of October, 2019 issue

The current issue includes articles exploring various factors that influence student success. “Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory,” for example, investigates effective classroom management. When a student is actively disruptive, the instructor must choose, on the spot, between a stern or gentle response to the student’s behavior. In these situations, the instructor risks losing credibility or unnecessarily embarrassing the student based on the firmness of his or her response. This article describes an innovative experimental study of student responses to instructor classroom management strategies. In the experiment, students viewed and responded to videos of classroom management scenes. The authors find that students respond the most positively to stern, direct instructor responses to disruptive behavior.

Another article, “Claiming Their Education: The Impact of a Required Course for Academic Probation Students with a Focus on Purpose and Motivation,” examines the effectiveness of requiring a remedial, credit-bearing course for college students on academic probation. The authors find that requiring a course with “a curriculum centered on helping students identify purpose and motivation” can be a “useful intervention for helping to dramatically increase the retention and graduation of students facing academic difficulty.”

Finally, “‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring” focuses on student reactions to faculty demeanor. Through in-depth interviews with Millennial students, this study investigates student perceptions of instructor “caring” and its impact on motivation. In general, the authors find that students perceive adaptable, empathetic instructors as being the most caring. Student were, for example, more comfortable with instructors who acknowledged the many other responsibilities student have in addition to their classwork.

These articles exemplify JoSoTL’s empirical approach to pedagogical scholarship. The Journal is published four times per year and is available in the Directory of Open Access Journals.

IU Libraries Partners with MDPI Open Access Program

MDPI open logo

IU Libraries recently partnered with the Multidisciplinary Digital Publishing Institute (MDPI) as part of their Institutional Open Access Program (IOAP), joining over 550 other institutions. Founded in 2010, MDPI is a publisher of open access scientific journals, meaning that all research outputs are openly licensed and disseminated without barriers, financial or otherwise. Open access publishing is occasionally accompanied with an article processing charge, or APC, which helps offset publishing costs traditionally covered by subscription fees. As part of MDPI’s open access program, researchers from partner institutions receive a 10% discount on their APC when publishing with MDPI. For those interested in publishing with MDPI, the following provides a walkthrough of their submission process, including when and how to apply your IU-affiliated APC discount. 

MDPI’s open access program grants free access to their Submission System (SuSy). MDPI aims to “provide libraries and central offices additional control and transparency over papers submitted to [their] journals, and provide early notification of potential costs involved with the submissions.” New users must register with their IU email. Once registered and logged in, researchers can submit a manuscript for publication following MDPI’s 5-step submission process.

Steps 1 and 2 include inputting manuscript and author information, respectively. Authors suggest three peer reviewers in Step 3 and upload their manuscript in either a Word or ZIP file format in Step 4. Step 5 completes the process and sends a confirmation to the journal’s editors. It is here where authors will be prompted to designate their IOAP partnership and any applicable discounts. Authors will be provided with a drop-down box where they can select IU as their institution and receive the discount. 

drop down menu of IOAP partner institutions
Sample drop-down menu of IOAP partner institutions

Once Indiana University is selected, the APC discount will be automatically processed. IU’s partnership with MDPI is non-centralized, so the remaining APC will be invoiced directly to the author. In addition to MDPI, IU has also partnered with Frontiers, which provides a 7.5% discount for IUB affiliates, and SpringerOpen/BioMed Central, which provides a 15% discount. For additional APC support, authors can apply for IU’s Open Access Article Publishing Fund, which provides scholars up to $2,000 per year to cover open access APCs. For further questions regarding APCs, the IOAP partnership, or publishing with MDPI, see MDPI’s IOAP FAQ page or contact iusw@indiana.edu.

The Importance of Undergraduate Student Research at IU

This semester I had the privilege of teaching “Academic Editing and Publishing,” a one-credit hour course for the Indiana University Journal of Undergraduate Research (IUJUR) student editorial board. I co-taught the course with a current undergraduate student and the former editor-in-chief of IUJUR, Sonali Mali. The purpose of the course was twofold: to give students a practical skillset for publishing a multidisciplinary undergraduate scholarly journal at Indiana University while also informing students of larger conceptual academic publishing issues.

Striking a balance between practical fundamentals—for example, learning the ins and outs of our publishing platform and evaluating submissions using IUJUR-specific rubrics—with larger concepts was sometimes challenging. Overall, I think that students appreciated the authentic learning experiences that resulted from using an active journal as a tangible example throughout the course.

I learned a lot about myself as an instructor and the importance of librarian perspectives in undergraduate publishing education. Library publishers are experts in ethical publishing practices, open access funding, and various peer review models. Students were most passionate when we discussed the cost of information, open access publishing, and new publishing innovations, including post-publication peer review, data publishing, and including 3D and media in traditional journal publishing. I was excited to talk about these developments in the context of the work that IU Libraries is pursuing and several of the case studies we discussed in class were pulled from work that the Office of Scholarly Publishing (OSP) and IU Press is currently engaged in. 

The Importance of Undergraduate Research

Throughout the course, I learned about the importance of undergraduate research and the integral role that IUJUR editors play as ambassadors for undergraduate research at Indiana University. I kicked off the first session of our course with asking students to articulate why undergraduate research was important. Students shared that IUJUR gave IU students a voice and presence on a research-intensive campus. They explained that an institutional commitment to undergraduate research provided space for all students to ask their own research questions and share their perspectives. They also noted that IUJUR gives student editors and authors access to faculty advisors, tangible career preparation, and opportunities to refine their voice and collaboration skills. Here were a few of my favorite responses from this activity:
undergrad research primes a generation of future researchers

prepares students for grad school and beyond

gives students the ability to take a proactive role in shaping the research climate on campus

These responses align with the growing body of literature that discusses how impactful and effective undergraduate research is. The Council on Undergraduate Research supports institutions of all sizes and missions that provide some kind of undergraduate research opportunity for faculty and students to collaborate on. They have a variety of publications, many of which are freely available to access. Some of the benefits of intensive undergraduate research that CUR has identified include:

Enhances student learning through mentoring relationships with faculty

Increases retention

Increases enrollment in graduate education and provides effective career preparation

Develops critical thinking, creativity, problem solving and intellectual independence

Develops an understanding of research methodology

Promotes an innovation-oriented culture

Similarly, undergraduate research has been called a “high-impact practice” or HIP. George Kuh wrote a landmark paper for the Association of American Colleges and Universities (AACU) on high-impact educational practices in 2008. When researching why intensive undergraduate research, service learning, learning communities, and other learning opportunities were particularly effective, he found several similarities between HIPs (pgs. 14-17), including:

An extensive investment from students

Interaction and relationship building between peers and with faculty to solve “substantive” or real-world problems

Exposure to diverse perspectives and viewpoints

Consistent feedback to foster improvement and growth 

Kuh’s list applies to the intensive work that IUJUR authors and editors do to publish a multidisciplinary journal regularly.

Throughout the course I always tried to come back to our first session and the reasons that students identified for why undergraduate research is important. I can now articulate that the product–the final research output that others can read and cite–is only a piece of the puzzle. The process that IUJUR student editors and authors go through is just as fundamental. The process is where learning takes place. It’s where we train future researchers, scholars, and citizens to think critically about access to research and how we evaluate scholarship. It’s where we build relationships with students that transform their future career paths and broaden and enhance their existing interests. I am thankful to play a small part in the IUJUR student editors’ process and be part of a campus that prioritizes undergraduate research.

Additional resources:

Additional reading on undergraduate research journals:

  • Dawson, D. D., & Marken, L. (2017). Undergraduate Research Journals: Benefits and Good Practices of Involving Students in Content Creation and Other Scholarly Communication Activities. WILU 2017 Conference, University of Alberta. https://ecommons.usask.ca/handle/10388/7899
  • Riehle, C. F. (2014). Collaborators in Course Design: A Librarian and Publisher at the Intersection of Information Literacy and Scholarly Communication. In 2014 LOEX Conference Proceedings. http://docs.lib.purdue.edu/lib_fsdocs/119/
  • 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). http://doi.org/10.7710/2162-3309.1125

New Issue of International Journal of Designs for Learning (IJDL) Published

This post was authored by Scholarly Communication Department graduate assistant Jenny Hoops. 

The International Journal of Designs for Learning (IJDL) has published its second issue of 2017, continuing a long tradition of working with IU Libraries and IU Press in order to provide open access to a wide variety of content. IJDL has been publishing since 2010, but as a result of the collaboration between the Office of Scholarly Publishing and the journal’s team of editors, several key changes have improved the journal’s online presence. The journal has recently minted DOIs for their most recent articles as well as all the articles in their archive, ensuring easier discovery and identification of the journal’s content.

IJDL is dedicated to providing publishing opportunities for designers from all disciplines, recording various methodologies, debates, and materials dealing with the design process in an open access format. The journal aims to reach a broad audience of designers at every level of education, from complete novices and students to experienced teachers and designers. As a publication of the Association for Educational Communications and Technology, the improvement of education through technology remains a constant focus of the scholarship of the International Journal of Designs for Learning.

Articles from the newest issue such as “Designing Authentic and Engaging Personas for Open Education Resources Designers” highlight IJDL’s dedication to open scholarship and learning. This article helps inform readers on how to craft engaging, authentic, and useful personas for designers open education resources. Another article, “Confessions of Novice Designers and Their Instructor”, examines the multidisciplinary nature of design, utilizing a graduate-level message design course as a compelling case study. Students of the course completed small, client-based design projects as instructors worked to give them the most effective feedback possible, ultimately creating an honest and interesting dialogue for the reader to examine. This issue also features works from the Student Design Case SLAM, the results of an intensive one day workshop for graduate students at the 2016 Association for Educational Communications and Technology Convention in Las Vegas. These students worked to create a publishable design casing, acting as writer, designer, and editor for each other’s projects.

The most recent issue of IJDL is the journal’s eighth volume and this year’s final issue. The International Journal of Designs for Learning publishes semi-annually and is available in the Directory of Open Access Journals.