Time Management for Academic Writing: Overcoming Writer’s Block

Academic writing can be very daunting. This is particularly true from those brave folks who are working on their research proposals, capstone projects, or dissertations. The vast majority of people who are facing the task of this kind of academic writing have a lot riding on the successful completion of and presentation of their writing. They also have lives outside of courses and writing. This pressure often compounds the already intimidating task of writing in bulk, and writing well

Writing a Research Proposal: A Guide for Graduate Students and Faculty

If you are planning to conduct research you will be required to take CITI training courses on research and human subjects. Kean University requires all researchers, students and faculty, to complete the training before designing and conducting research. You can sign on with your Kean University student or faculty username and password. You will be required to show certifications of completion based on your discipline areas. Check with your faculty advisor for which modules you need to complete. The certificate of completion will be required before you present your research proposal to your dissertation committee

Conference Presentations: Finding a Home for Your Research

Sometimes it could be difficult to know if your research has academic merit. Conference presentations are a really great way to gauge whether or not your research has the potential to be published in an academic journal. Presenting your research at conferences is like a “dress rehearsal” for your research, before you submit to an academic publication in your field. How do you find a conference to present your research at? Great question

Academic Integrity and Plagiarism: A Guide for Faculty and Students

Academic Integrity is fundamental to a thriving academic community. According to the “Academic Integrity Policy,” Kean University\u27s “commitment to and demonstration of the growth of intellectual reasoning, academic and professional values, individual ethics and social responsibility in all members of campus” is built on the Twin Pillars of honesty and integrity (2012, p.1-2). Academic integrity is the basis of the University’s goal to enable an exchange of ideas and develop new knowledge, and it requires that individual scholars (both faculty and students) work with and trust one another

Conference Presentations: Tips on Organizing with Confidence

Your research has been submitted and accepted for a conference presentationCongratulations! Your next step is to prepare your presentation. Are you presenting a paper or a poster? Is the presentation format a roundtable talk or individual presentation? You have more than likely been asked to submit an abstract of your research. This is usually approximately 200-350 words and will be used as the “advertisement” of your presentation on the conference materials (Rowley-Jolivet & Carter-Thomas, 2005)

How to Know You are Ready to Submit Your Work to Academic Journals: A Guide for Graduate Students and Faculty

As a graduate student or tenure-track faculty, research (the amount that you produce and publish) is core to your position, current and future. Whether in a doctoral program or trying to earn tenure, submitting your research to journals is a daunting task, only second to designing, implementing, analyzing, and writing up your research. On your journey towards dissertation defense or working with mentors and/or peers to complete a research project, you are often required to have many eyes on your design, methods, analysis, and results, but also, the format of your written product. During dissertation writing, the chair of your committee will be the main point of contact and editor of your work. You will also have two other experts in your field examining your dissertation for issues or to make suggestions for improvements. These three members of your dissertation committee will help you present your research in the best possible way through many iterations of revisions and suggestions. After a successful defense, one of the best ways to start publishing is to break off pieces of your dissertation and expand that area of your findings. That might mean analyzing the data set with different methodology, expanding on results, or partnering with someone in your field or someone across disciplines. Your dissertation is much more than just an end goal- in many ways it is actually the beginning of your research agenda

Journal Articles: How to Choose a Home for your Research

As Kean University is working towards a new Carnegie research classification of R2, it is becoming increasingly more important for faculty and students to publish in academic journals. Carnegie Research Classification The Carnegie Classification has been the leading framework for ranking university programs in higher education scholarship for nearly 50 years (Huang, 2018). As Kean University seeks R2 status, which essentially means there is “High Research Activity” in and among their doctoral students and faculty, as well as a certain threshold of research expenditures (as reported in the Higher Education Research and Development Survey). That said, faculty need to know not only how to design and conduct research, but also how to be informed about where and how to publish their scholarly work

Understanding the Co-Teaching Experience of Teachers: Negotiating Choice and Efficacy

Co-teaching, a main strategy of the inclusionary movement, has been widely researched over the last 25 years. Although there is much research in the way of student outcomes and best practices, the research on teachers’ perceptions of co-teaching on the secondary level is non-existent. Although all of the research on best practices of co-teaching suggests that voluntary participation and choice of partner is important when implementing a co-teaching program, school administration tend to veer away from giving teachers a choice due to scheduling or financial constraints. Using qualitative, case-study research methods, including teacher and administrative interviews, survey and field observations, this study’s findings add to the existing body of research that focuses on teachers’ experiences in co-teaching. This research reaffirms findings from extant research while also identifying new themes of choice of partner and/or participation as well as efficacy.. Teacher choice and teacher collective efficacy informed the positive experiences of co-teaching in important and interesting ways and should be acknowledged by district level and school wide administrators looking to implement or improve co-teaching initiatives. This study not only endeavored to explain, understand, and share the stories of 12 teachers given choice, but it also hopes to bring awareness to the understanding of the value teachers bring to their craft through their self and collective efficacy. Also, this study attempts to describe the influence administrative decision-making has on the practice and perceptions of teacher