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Page history last edited by Starr Hoffman 9 years, 5 months ago

EDHE 6500

Essentials of Academic Publishing in Higher Education

Fall 2008

Mean Green Village Building B (Higher Education Building), Rm 131

The Thursdays of 9/4, 9/18, 10/16, 11/13, and 12/4.

Other work by individual consultation and appointment


  • Instructor: Associate Professor Marc Cutright, Ed.D.
  • Office: 138 MGVB
  • Phone: 940.369.7875
  • e-mail: Marc.Cutright@unt.edu
  • Office hours: Class days 2-5, and by appointment, including evenings and weekends if mutually convenient. Please make an appointment before traveling any distance.


Library Resources for this course (@ the UNT Libraries)


Class Meetings (notes)




Course description

Deals extensively and intensively with major issues and problems affecting academic publishing. Topics treated include copyrights, book reviews, journal articles, policies and practices of professional journals, researching journals, publishing contacts and contracts, and book publishing.


Objectives include:

  • An overview of publication outlets
  • An understanding of the basic principles, practices, and ethical considerations of publishing
  • Strategies and habits toward productive publishing
  • Tangible publication products to be completed by semester’s end.


Required course texts

  • Becker, H.S. (2007). Writing for social scientists: How to start and finish your thesis, book, or article (2nd ed.). Chicago: University of Chicago Press.
  • Silvia, P.J. (2007). How to write a lot: A practical guide to productive academic writing. Washington, D.C.: APA
  • Cone, J.D. & Foster, S.L. (2006). Dissertations and theses from start to finish: Psychology and related fields. (2nd ed.). Washington, D.C.: APA


Highly recommended text

  • Publication Manual of the American Psychological Association, 5th edition


Other readings:

  • Some other, quite limited reading might be distributed before classes by the instructor, made available on the website, or distributed in class.
  • Individually selected texts for formal review will be the responsibility of the student to acquire, by library loan or purchase.



Class Assignments and Weights in Final Evaluation

Listed activities will be supplemented by instructor presentation/lecture, possible guest presentations, and light supplemental reading.



Reflection papers (25%)

Three reflection papers will be due during the course, one each the evening before classes two, three and four (of five sessions). Each student will submit a double-line-spaced reflection paper based on the week’s readings/chapters. This paper will be a minimum of two pages and a maximum of three. This reflection paper can take a variety of forms, e.g. contrasting the author’s perspective to another’s, discussion of select topics, relating the reading to one’s personal experience in higher education, and so on. Memorization of pieces and key points is not important. The ability to critically consider and discuss the ideas presented in the readings is important.


NOTE: The reflection paper for each class is due not at the top of that class, but the WEDNESDAY EVENING BEFORE, BY 8PM, BY VISTA OR E-MAIL. This will allow me to mark your papers and return them at class, and more importantly, use them as the basis of that Thursday’s discussion of the readings.


Additional references are not necessary for these assignments. However, if other resources are cited, they should be included in a reference list in APA format.


Be sure to put your name, the course title, the date, and the reflection paper number (of 5) at the top of your first page. Paginate anything you send it. Name your file LASTNAME Reflection # before submitting it to Vista.


The exercises are “graded” as +, , or - . The first two earn you all 5 points for the exercise. The last might, but I might ask you to do over; I will certainly do so if you hand in two such papers in a row.


  • gives context to your readings
  • do not want a summary of the text


Class attendance and participation (25%)

Students are expected to have read all of the week’s readings before coming to class, and to be prepared to discuss them critically. Engagement of work presented by the instructor or classmates is also important.


The class includes an essentially seminar. Therefore, not only much of your own learning, but that of your classmates, is dependent upon your preparation, attendance, and participation. Failure to address these responsibilities will impact final evaluations.


Professional responsibilities and personal circumstances can make absence unavoidable on occasion. In such cases, you are expected to notify the instructor in advance whenever possible, and to make arrangements for completion of due work and possibly a compensatory assignment.


Major individual projects (50%)

The major individual projects of the course will involve scholarly paper presentation or publication activities. Essentially, you must complete exercises worth a total of TWO (2) POINTS. These choices include:

  • Submission of an original book review to a scholarly publication (1 point)
  • Submission of a paper proposal to a scholarly conference (1 point), acceptance of which would obligate you to both attend the conference and present the paper.
  • Completion of an accepted conference paper (1 point)
  • Submission of a full scholarly paper, typically a research paper, to a journal (2 points)


There are other possibilities. All projects proposed for completion of this assignment must be approved in concept and outlet by the instructor, and the instructor must review and approve the actual submission. Failure to do both puts acceptance of the project for class credit at risk.


Please note that if submission of a proposal to a scholarly conference is an option you want to pursue, the Southwestern Educational Research Association proposal deadline is September 15. I will distribute info in class, or hit me for it early.


In that a substantial portion of this course is independent, I will attempt to be responsive to your requests for assistance, meetings, phone consultations, etc. I expect you to be responsive to such requests that I might have of you.


Class Schedule


September 4

  • Discussion of major principles and practices of academic publishing.
  • Discussion of major assignments, particularly book reviews
  • Distribution of syllabi and other key materials


September 18

  • Discussion of Becker. Reflection paper due WEDNESDAY by 8PM
  • Finalization and discussion of final individual projects
  • Instructor provided content on academic publishing topics


October 16

  • Discussion of Silvia. Reflection paper due WEDNESDAY by 8PM
  • Instructor provided content on academic publishing topics


November 13

  • Discussion of Cone and Foster, Chapters 1-7. Reflection paper due WEDNESDAY by 8PM.
  • Instructor provided content on academic publishing topics


December 4

  • Discussion of Cone and Foster, Chapters 8-14. No reflection paper.
  • Discussion of individual projects
  • Instructor provided content on academic publishing topics



Other matters



The class will utilize the Vista electronic class system, assuming I can figure it out this constantly moving target. Please familiarize yourself with it by the second class session.




Academic honesty

Substantiated plagiarism—the use of another’s words and work without attribution and represented as one’s own—will result in a failing grade for the class and appropriate referral to institutional review and action. Other instances of academic dishonesty—for example, handing in work that has previously been or is concurrently being submitted in another class—can similarly result in failure and referral for further review.


Instructor office hours/availability

Formal office hours haven’t made much real sense since the invention of e-mail and the ability to make specific-time appointments. Heck, the idea has made much sense since the invention of the telephone. I am happy to make appointments at your convenience, including weekend and evening hours if necessary. I check my e-mail frequently and this tends to be the most reliable way to reach me.


Individual absences

I’ve learned that trying to decide between “legitimate” and other absences is a fool’s errand. The bottom line is that if you miss the class, you miss the content, and we are jointly responsible for a learning experience for you that justifies graduate course credit.


If you miss a class, make arrangements to get notes or a briefing from another student. You will also be responsible for an additional, compensatory assignment. Excessive absences from class could adversely affect your final grade.



The Department of Counseling and Higher Education is committed to full academic access for all qualified students, including those with disabilities. In keeping with this commitment and in order to facilitate equality of educational access, faculty members in the Department will make reasonable accommodations for qualified students with a disability, such as appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies when doing so does not fundamentally alter the course.


If you have a disability, it is your responsibility to obtain verifying information from the Office of Disability Accommodation (ODA) and to inform me of your need for an accommodation. Requests for accommodation must be given to me no later than the first week of classes for students registered with the ODA as of the beginning of the current semester. If you register with the ODA after the first week of classes, your accommodation requests will be considered after this deadline.


Grades assigned before an accommodation is provided will not be changed. Information about how to obtain academic accommodations can be found in UNT Policy 18.1.14, at www.unt.edu/oda, and by visiting the ODA in Room 321 of the University Union. You also may call the ODA at 940.565.4323.


Inclement weather and university closure policy

The class will follow the university’s policy for closure. In the event of a class session cancellation, students are expected to stay on pace with assignments.


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