The Ideal Review Process Is a Three-Way Street

In response to the increasing difficulty of obtaining high quality peer reviews, our invited paper describes the concept of review avoidance and why this phenomenon occurs. In reaffirming the professional responsibilities and potential benefits of reviewing, we also emphasize the interdependent nature of the ideal peer review process. We suggest that the review process is a three-way street where the respective roles and responsibilities of authors, editors and editorial teams, and reviewers are inextricably linked. We present thematic illustrations of undesirable reviewer comments, and a brief synthesis of broad themes in the literature on high-quality reviewing. The synthesis is complemented by a master reviewer’s fine-grained perspective on crafting high quality reviews. A final Appendix presents additional sources that may be informative for prospective reviewers, submitting authors, and those mentors and colleagues who may wish to provide guidance and training to them

Cultivating Ethics in the Peer Review Process

After describing the content and implementation of an anti-racist scholarly review training informed by recent scholarship in technical communication (TC), the authors reflect on an unanticipated outcome of that training: a participant using language from the training in an attempt to silence an author they were reviewing. We analyze this experience through a framework of modern virtue ethics scholarship and explore ways to cultivate more ethical peer review practices. Drawing upon elements of ethical self-cultivation articulated by Vallor, we use concepts of moral habituation, relational understanding, and reflective self-examination to understand how to cultivate more ethical, reflexive peer review processes

“Enriching Lives within Sedimentary Geology”: Actionable Recommendations for Making SEPM a Diverse, Equitable and Inclusive Society for All Sedimentary Geologists

Innovative science benefits from diversity of thought and influence at all waypoints along the scientific journey, from early education to career-length contributions in research and mentorship. Scientific societies, like the Society for Sedimentary Geology (SEPM), steward their innovators and the direction of the science, thereby defining the societal impact and evolution of a discipline. They are uniquely positioned to promote the representation and success of all scientists, including those from minoritized populations, through proactive advocacy, and inclusive mentorship, awards, and leadership. We introspectively review available records of SEPM membership, leadership, awardees, and editorial boards to identify areas for growth and begin a dialogue about how the society and its members can work together to better reflect our community. In the last decade, SEPM has seen a decline in membership, while representation and recognition of scientists from minoritized groups has remained low. Awards and honors have overwhelmingly gone to men, even in the last ten years, and very few women or people of color are in leadership roles. SEPM has recently taken positive steps towards becoming more inclusive (e.g., the Code of Professional Conduct); however, much more work is needed. We provide recommendations for swift actions that SEPM and its members should undertake for the society to become a diverse, inclusive, and equitable environment where all scientists thrive. The systemic changes needed will take continuous effort, which must be shared by all of us, to build an enduring legacy that we can be proud of

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Library Quarterly - February/March 2019

In this issue: Enter the ACE Awards! Third Annual Creative Writing Contest 2018 in Review A Gem of a Database New Year, New You: Magazines from the Lynn Library Website! The Creative Mind Meet Maria Vega Meet Stacy Alesi Quarterly Funnies Create a Textbook for Your Students & Defeat the Textbook Publishing Cartel Commissioned Music by the Lynn Conservatory Eventshttps://spiral.lynn.edu/libpubs/1018/thumbnail.jp

Fall 2019

The Ethical Pursuit of Excellence: The Center for Journalism Integrity and Excellence prepares students for the real world of journalism; The Talking Cure: A conversation with Elissa Foster about improving communication in health care settings; Captivated Audience: The Media Engagement Research Lab investigates the science of messaging; Communicating Climate Change; Around the College; Accolades; A Great Start in Life: College of Communication alumnus John Ybarra finds a solid foundation in communication; Evolution of a Journalist: Jesus Monter