1. Bepress Session – ALA Midwinter, Philadelphia Supporting Undergraduate Success; Institutional Repositories as curricular tools Teresa A. Fishel January 25, 2014 Engaging the Public: Introducing students to scholarly publishing

2. Brief Background Implemented Digital Commons in spring of 2005 Materials include: Honors Projects Award Winning Papers Faculty publications – approved for IR deposit Journals – including one scholarly association journal and campus alumni magazine Multi-media – art projects, videos, sound recordings One book Milestone reached in January – over 1,000,000 downloads

3. Roadmap to production How the course was developed Course description and objectives Course content and my role Issues produced Sustainability Next steps

4. Curricular Renewal October 2008 Presidential Initiative Announcement “ The development of ‘synergy’ courses in which faculty and students engage in classroom-based scholarly collaborations leading to peer-reviewed publications, presentations at academic conferences, or public scholarship.” The College's definition of, and criteria for, public scholarship can be found at: www.macalester.edu/curricularrenewal/publicscho larshipcourses2.pdfwww.macalester.edu/curricularrenewal/publicscho larshipcourses2.pdf

5. My proposal Develop a course to be team-taught as a follow up to the American Studies Research Methods course that would lead to a finished student-peer reviewed journal using the journal publishing features and hosted in the Digital Commons. November 7, 2008

6. Engaging the Public: Writing and Publishing in American Studies AMST 292-01 – Course Description, Spring 2010 This course will focus on ways to disseminate research findings and knowledge beyond the American Studies classroom. Course content will focus on writing, editing, and the art of preparing a journal article for publication. It will also consider how to engage various publics, including other students, the College, and local communities, through digital publishing. Students will be involved in preparing a student peer-reviewed open access journal and will be part of a collaborative model for circulating research and criticism. Students will design and launch the journal, organize a peer-review process, and learn about some of the broader issues involved in publishing including verifying facts, copyright, intellectual property, author rights, and open access.

7. Course Objectives Improved skills in writing and editing Understanding the peer review process used in scholarly publishing How to evaluate and provide constructive feedback How to conduct fact verification and proof read for accuracy Proper citation techniques How to function as a member of an editorial board Learn how to produce new scholarship in a collaborative manner Explore ways to share American Studies Scholarship beyond the classroom

8. Additional Objectives Learn about issues related to new forms of publishing - digital formats, multimedia content Learn and discuss economic and social factors related to scholarly publishing – Open Access, author rights Encourage and support student attendance at annual American Studies Conference

9. Course Content and Format Fall semester – 2 credit course Utilize Moodle for course management system Share course related readings Use MLA Style Manual and Guide to Scholarly Publishing (3 rd ed) Legal issues – copyright and fair use Spring semester – independent study Training is use of bepress journal publishing system InDesign – layout and design of the journal

10. My Role Scholarly publishing – looking at American Studies journal developments over time Open Access Intellectual property/copyright/author rights Using the DigitalCommons publication tools – electronic submission, assigning reviewers, notifying authors, publishing journal

11. Publications Produced Course has been taught 3 x’s – first year took a little longer to get started - credit given to Founding Collective (Spring 2010 group, published first issue in spring 2011) Three issues produced – all student run, all decisions made collaboratively All involved outreach and marketing to solicit content – each group took different approaches Each issue has unique look and each group chose their themes and design

12. 2011, 2012, 2013 issues

13. Sustainability – from within library Teaching – my time approximately 2-3 hours per week, 15 weeks; includes class preparation time Use Moodle for course management system for the course Staff position – Office Manager has layout and design expertise with InDesign; supports students when they are in production mode – part of her job description is to support journals in Digital Commons (time varies)

14. What about quality? Peer reviewed – use a blind peer review process Emphasize permanent nature of repository Proudest moment – students in first publication group recognized a copyright infringement and pulled an article approved for publication Balance learning experience with final product – what are your overall goals?

15. Next steps Retooling the course for 2014-15 in spring 2014 Working on redesigning the course to be offered for 2 credits over 2 semesters Transitioning in new American Studies library liaison Hand off for 2015-16

16. More information American Studies department web page - www.macalester.edu/academics/americanstudies/ta pestries American Studies department web page - www.macalester.edu/academics/americanstudies/ta pestries DC Telegraph Newsletter – April 2012 – Tim Tamminga, bepress, visited our class and shared comments on his experience DC Telegraph Newsletter – April 2012 http://digitalcommons.macalester.edu/tapestries/

17. Thank you! My contact info: Terri Fishel, Library Director DeWitt Wallace Library Macalester College fishel@macalester.edu