Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository
Article Sidebar
Main Article Content
Abstract
Writing skills are an important part of a student’s academic success. Literature suggests that incorporating research into the undergraduate curriculum will not only strengthen their academic writing, but also the quality of the academic experience (Ho, 2011). Thus, allowing students to be active participants through an entire research lifecycle will not only enhance the curriculum but increase student engagement. The research lifecycle, including publication, requires both individual and group based efforts and both are essential to producing a classroom-produced journal.
Downloads
Article Details
- Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) 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 JoTLT.
- 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 JoTLT.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT 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 JoTLT, 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 JoTLT.
References
Ellison, N. B. and Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17 (1), 99-122.
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).
Matty, D. J. (2005). Course-based undergraduate research; design considerations. Monograph from Geological Society of America, 2005 Annual Meeting, Salt Lake City, UT. Geological Society of America (GSA): Boulder, CO. October 2005, Vol. 37, Issue 7, pp.343.
November, A. (2010). Empowering student and technology (2nd ed.). Thousand Oaks, CA: Corwin.
Stone, G., Jensen, K., and Beech, M. (2016). “Publishing undergraduate research: Linking teaching and research through a dedicated peer-reviewed open access journal.” Journal of Scholarly Publishing. University of Toronto Press, 47 (2): 147-170. Doi: 10.1353/scp.2016.0007