I really want to post a pre-print of my recently published article in the Journal of Responsible Innovation: “Designing Responsible Research and Innovation as a tool to encourage serendipity could enhance the broader societal impacts of research.” Here’s a link to the published version. One thing about this article that would be obvious if one were to compare the pre-print to the final published version is just how much the latter was improved by peer review and input from the journal editor.
Since I still don’t have an institutional repository at NJIT, I could post it at Humanities Commons. Before I do that, I want to make sure I don’t get sideways with Taylor and Francis. So, the prudent thing to do is to check with SHERPA/RoMEO to see what the journal policies are. The problem, however, is that SHERPA/RoMEO hasn’t yet ‘graded’ JRI, so they don’t tell me what the policies are. This is all sort of understandable, since JRI is still a relatively new journal. Searching an older journal put out by the same publisher, Social Epistemology, tells me that I could post both pre-prints and post-prints — that is, my version, but not the actual publisher’s PDF, of the article after it went through peer review — of articles I published there. So, maybe I could go ahead, assuming that Taylor and Francis policy is consistent across all their journals. Instead, I requested that SHERPA/RoMEO grade JRI.
I can wait a while to post the pre-print, and I want to gauge how long it takes to get a grade. I’m also waiting to find out how long it takes for JRI to show up in Scopus (their main ‘about‘ page says they are indexed in Scopus, but it hasn’t shown up in Scopus, yet). I’ve also been told that NJIT is getting bepress soon.
All of these — Humanities Commons, SHERPA/RoMEO, bepress — are tools for serendipity in the sense in which I outline the term in this article. As soon as I can let everyone see it, I will!
First, I’ve been away from my own blog for far too long. My apologies. Second, no more ‘Press This’?! Ugh. So, here is a LINK to the full program of PPN 2018.
Most of these thoughts were generated during the workshop run by Paul Thompson on day 1 on ‘Evaluating Public Philosophy as Academic Scholarship’. This issue is important for everyone who would like to see public philosophy succeed; but it is vitally important for those of us on the tenure track, since not being able to evaluate public philosophy as academic scholarship often means that it is reduced to a ‘service’ activity. Service, of course, is seen as even less important than teaching, which is often seen as less important than research. This hierarchy may be altered at small liberal arts colleges or others that put special emphasis on teaching. Generally speaking, though, one’s research rules in tenure decisions. I’ve never heard, or even heard of, any advice along the lines of ‘Do more teaching and publish less’ or ‘make sure you get on more committees or peer review more journal manuscripts’. Whereas ‘Just publish more’ is something I hear frequently.
So, it’s vitally important to be able to evaluate public philosophy as academic scholarship.
I want to add that, although many of these ideas were not my own and came from group discussion, I am solely responsible for the way I put them here. I may mess up, but no one else should be blamed for my mistakes. What follows isn’t quite the ‘Survival Guide’ that Michael O’Rourke suggested developing. Instead, it is a list of things I (and perhaps others) would like to see coming from PPN. (This may change what PPN is, of course. Can a network that meets once in while provide these things?)
- A statement on the value of public philosophy as academic scholarship. [EDIT: The expression of this need came up at the workshop, but no one there mentioned that such a statement already exists HERE from the APA. Thanks to Jonathan Ellis and Kelly Parker for help in finding it! Apologies to APA for my ignorance.]
- A list of scholarly journals that are public philosophy friendly (i.e., where one can submit and publish work that includes public philosophy). The list would need to be curated so that new journals can be added and old ones removed when they fit or don’t fit the bill.
- A list of tools for making the case for the value of public philosophy. I have in mind things like altmetrics (see HERE or HERE or HERE), but it could also include building capacity among a set of potential peers who could serve as reviewers for public philosophy scholarship.
- Of course, developing a cohort of peers will mean developing a set of community standards for what counts as good public philosophy. I wouldn’t want that imposed from above (somewhere?) and think this will arise naturally if we are able to foster the development of the community.
- Some sort of infrastructure for networking. It’s supposedly a network, right? Is there anywhere people can post profiles?
- A repository of documents related to promotion and tenure in public philosophy. Katie Plaisance described how she developed a memorandum of understanding detailing the fact that her remarkably collaborative work deserved full credit as research, despite the fact that she works in a field that seems to value sole-authorship to the detriment of collaborative research. Katie was awesome and said she would share that document with me. But what if she (or everyone) who did smart and cool things like this to help guarantee their ability to do public philosophy had a central repository where all these documents could be posted for everyone to view and use? What if departments that have good criteria for promotion and tenure — criteria that allow for or even encourage public philosophy as scholarship — could post them on such a repository as resources for others?
- Leadership! Developing and maintaining these (and no doubt others I’ve missed) resources will require leadership, and maybe even money.
I’d be interested in thoughts on this list, including things you think should be added to it.
This semester I’m attending a series of Faculty Development Workshops at NJIT designed to assist new faculty with such essentials as teaching, grant writing, publishing, and tenure & promotion.
I’m posting here now in hopes of getting some feedback on a couple of rubrics I developed after attending the second such workshop.
I’m having students give group presentations in my course on Sports, Technology, and Society, and I was searching for ways to help ensure that all members contributed to the group presentation, as well as to differentiate among varying degrees of contribution. Last Tuesday’s workshop focused on assessment, with some treatment of the use of rubrics for both formative and summative assessment. I did a bit more research on my own, and here’s what I’ve come up with.
First, I developed a two-pronged approach. I want to be able to grade the presentation as a whole, as well as each individual’s contribution to that presentation. I decided to make the group presentation grade worth 60% and the individual contribution grade worth 40% of the overall presentation grade.
Second, I developed the group presentation rubric. For this, I owe a debt to several of the rubrics posted by the Eberly Center at Carnegie Mellon University. I found the rubrics for the philosophy paper and the oral presentation particularly helpful. I am thinking about using this rubric both for formative evaluation (to show the students what I expect), as well as for summative evaluation (actually grading the presentations).
Third, I developed the individual peer assessment rubric. I would actually have the students anonymously fill out one of these for each of their fellow group members. For this rubric, I found a publication from the University of New South Wales to be quite helpful (especially Table 2).
I’d be quite interested in constructive feedback on this approach.
Publishers withdraw more than 120 gibberish papers : Nature News & Comment.
Thanks to one of my students — Addison Amiri — for pointing out this piece by @Richvn.
Do what you can today; help disrupt and redesign the scientific norms around how we assess, search, and filter science.
via PLOS Biology: Expert Failure: Re-evaluating Research Assessment.
You know, I’m generally in favor of this idea — at least of the idea that we ought to redesign our assessment of research (science in the broad sense). But, as one might expect when speaking of design, the devil is in the details. It would be disastrous, for instance, to throw the baby of peer review out with the bathwater of bias.
I touch on the issue of bias in peer review in this article (coauthored with Steven Hrotic). I suggest that attacks on peer review are attacks on one of the biggest safeguards of academic autonomy here (coauthored with Robert Frodeman). On the relation between peer review and the values of autonomy and accountability, see: J. Britt Holbrook (2010). “Peer Review,” in The Oxford Handbook of Interdisciplinarity, Robert Frodeman, Julie Thompson Klein, Carl Mitcham, eds. Oxford: Oxford University Press: 321-32 and J. Britt Holbrook (2012). “Re-assessing the science – society relation: The case of the US National Science Foundation’s broader impacts merit review criterion (1997 – 2011),” in Peer Review, Research Integrity, and the Governance of Science – Practice, Theory, and Current Discussions. Robert Frodeman, J. Britt Holbrook, Carl Mitcham, and Hong Xiaonan. Beijing: People’s Publishing House: 328 – 62.