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JMBE
An insider’s guide to publishing JMBE curriculum articles
Jean A. Cardinale, Alfred University Curriculum Editor, Journal of Microbiology &
Biology Education
JMBE
Have you previously published teaching-related material or a
curricular activity? If yes, where?
Please type response in chat window
JMBE
Today’s goals:
At the end of today’s session, you will: • Know the purpose of JMBE curriculum articles,• Know the required components needed for
acceptance,• Be empowered to follow through and get that
resource published!
JMBE
Outline
• JMBE overview• A walk through of the submission and review
process• The nuts and bolts of good curricular articles• Common problems to keep in mind
JMBE
Journal of Microbiology and Biology Education
• The journal's mission is to:– Promote good pedagogy and design,– Foster scholarly teaching, and– Advance biology education research.
JMBE
Unique features of the journal:
• Open source, electronic content• Rigorous peer review• Volunteer driven• Guidance during review process
JMBE
Journal of Microbiology and Biology Education (2.0) consists of:
• Research• Perspectives• Curriculum• Departments:
– Tips and Tools– Reviews– News– Letters to the Editor
Research (More)
Curriculum
Tips and Tools (Less)
JMBE
What are Curriculum articles?
• Innovative classroom activities and laboratory exercises for undergraduates– Actively engage students – Have well written learning objectives– Field tested – Include detailed instructions & support materials– Contain modifications and extensions
• Open submission, indexed, peer reviewed
JMBE
Submitting to JMBE.asm.org
JMBE
What happens after you press ‘submit’?
• Editor reviews for scope– Assigns section editor (SE)
• SE assigns reviewers, oversees review– Approximately 6 weeks
• SE notifies Editor, Editor makes decision and notifies author
• Accept as is• Revision requested
• Revise and resubmit• Reject
JMBE
Submission outcomes
TotalFirst submissions 44Published after first submission 8 18%
Second submissions 7Published after second submission 5 71%
Overall 25%
JMBE
What do good curricular articles have in common?
Type your responses into the chat box
JMBE
What’s needed in an article? General layout
• Organization– 4 Main sections: Abstract, Introduction,
Procedure, Discussion– References– Supplementary material
• 4000 word maximum• Image formatting instructions and other
“incidentals”
JMBE
What’s needed in an article? Introduction
• Rational for design• Background information• Includes subsections:
– Intended audience– Learning time– Prerequisite student knowledge– Learning objectives
JMBE
What’s needed in an article? Procedure
• Includes all information that allows adopting instructors to adapt and run the activity
• Includes subsections:– Materials– Student instructions and faculty instructions– Suggestions for determining student learning– Sample data– Safety issues
JMBE
What’s needed in an article? Discussion
• Highlight effectiveness and provide evidence of student learning
• Includes subsections:– Field testing– Evidence of student learning– Potential modifications
JMBE
How do I provide “evidence of student learning”?
• How do you know what your students know?• Previously used evidence:
– Pre-post testing– Average scores on rubric criteria for assignments– Outcomes on exam questions– % completion of activities/components
JMBE
“My students loved this activity, and when surveyed, they
reported that it really helped them learn about x, y, and z.”
JMBE
What’s needed in an article? Supplemental material
• Student ready handouts/instructions• Detailed faculty support materials• Powerpoints or other instructional material• Surveys, quizzes• Grading rubrics and keys
JMBE
Thinking about common problems…
• Remember: review decisions are:– Accept as is– Revision required
• (minor revisions)
– Revise and resubmit • (major revisions)
– Reject
JMBE
What do you think would result is a review decision of “reject”?
Type your responses in the chat box
JMBE
What do you think are common revision requests?
Type your responses in the chat box
JMBE
Common problems:• Learning objectives are poorly written• Evidence of student learning is not provided• Results of field testing are not included• Activity is not novel, or closely duplicates a previously
published activity• Abstract is not concise or comprehensive• Expected outcomes are not provided• Safety issues are not addressed• Activity does not allow active learning (i.e., it is a
‘cookbook’ exercise)• Article needs to be proofread• Article missing key elements (instructions not followed)
JMBE
Final thoughts:
• Follow instructions for authors• Reviewing is a great way to learn the process• Don’t be discouraged by requests for revision• Advocate for recognition of educational
publications• And…
JMBE
Be an Author! (Thanks for your attention)
?’s?
JMBE
Follow-up assignment:
• Identify an activity you could submit to JMBE Curriculum
• Write a short paragraph describing your activity
• Draft the learning objectives for this activity, and identify tools that you could used to provide evidence of student learning across those objectives