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An insider ’ s guide to publishing JMBE curriculum articles

An insider ’ s guide to publishing JMBE curriculum articles. Jean A. Cardinale , Alfred University Curriculum Editor, Journal of Microbiology & Biology Education. Have you previously published teaching-related material or a curricular activity? If yes, where?.

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An insider ’ s guide to publishing JMBE curriculum articles

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  1. An insider’s guide to publishing JMBE curriculum articles Jean A. Cardinale,Alfred University Curriculum Editor, Journal of Microbiology & Biology Education

  2. Have you previously published teaching-related material or a curricular activity? If yes, where? Please type response in chat window

  3. 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!

  4. 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

  5. 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.

  6. Unique features of the journal: • Open source, electronic content • Rigorous peer review • Volunteer driven • Guidance during review process

  7. Journal of Microbiology and Biology Education (2.0) consists of: • Research • Perspectives • Curriculum • Departments: • Tips and Tools • Reviews • News • Letters to the Editor Assessment Research (More) Curriculum Tips and Tools (Less)

  8. 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

  9. Submitting to JMBE.asm.org

  10. 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

  11. Submission outcomes

  12. What do good curricular articles have in common?Type your responses into the chat box

  13. 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”

  14. What’s needed in an article? Introduction • Rational for design • Background information • Includes subsections: • Intended audience • Learning time • Prerequisite student knowledge • Learning objectives

  15. 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

  16. 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

  17. 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

  18. “My students loved this activity, and when surveyed, they reported that it really helped them learn about x, y, and z.”

  19. 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

  20. Thinking about common problems… • Remember: review decisions are: • Accept as is • Revision required • (minor revisions) • Revise and resubmit • (major revisions) • Reject

  21. What do you think would result is a review decision of “reject”? Type your responses in the chat box

  22. What do you think are common revision requests? Type your responses in the chat box

  23. 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)

  24. 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…

  25. Be an Author! (Thanks for your attention) ?’s?

  26. 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

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