Good for What Ails Us
Article Sidebar
Main Article Content
Abstract
Why a whole issue of JoSoTL for undergraduate research? We’ve known it’s good for us for at least 25 years and depending on how you define it, more like 2,500. Weren’t Plato and Socrates doing this?
Yes, but they didn’t have to deal with fickle enrollments, impatient trustees, and credit hour regulations, which could drive anyone to hemlock. In the time since then - in fact, just in the time since many of us were in college ourselves - higher education has faced new crises that challenge our ability to sustain undergraduate research. For one, there’s the explosion of student debt; nine years ago, the total for U.S. college students crossed a trillion dollars total, and since then it’s added nearly a trillion more. This makes it hard to defend anything that looks pricey, or boutique.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.