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(click on any of the categories below to go to that section of the guidelines)
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The primary purpose of the Journal is to disseminate empirical research findings on student transition issues, including:
- Retention of students including first-year, commuters, and transfer students
- Explorations into the college experience of first-year college students, sophomores, juniors, and seniors in terms of academic and social issues
- Transition issues unique to specific populations: non-traditional, traditional, ethnic minorities, transfer students, commuters, part-time students, etc.
- Examination of institutional policies and programs that affect students in transition, including first-year students
- Sharing methodology and results of first-year program assessment
Authors are invited to submit an electronic copy of an original manuscript
of 10-20 double-spaced typewritten pages, accompanied by an abstract of
100-150 words in accordance with the Publication Manual of the American Psychological Association (5th Edition). Authors' names and institutions should be on the manuscript, but will be omitted for blind reviewing.
The article should be attached to an e-mail that includes the following: (a)
the author¹s address, phone number, and e-mail address for future
correspondence and (b) a statement that the manuscript is original, not
previously published, and not under concurrent consideration elsewhere.
For more information, call Dr. Jean Henscheid, Editor, at (208) 883-8191 or e-mail her at NRCJOUR@mailbox.sc.edu
Outline of an Article in APA Style
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Abstract
100- to 150-word summary of the research
Intro
- Review of literature
- Rationale for the research
- Research question or hypothesis
Method
- How the research
was conducted
- Subjects
- Materials
- Procedure
- Put no tables in the Method section
- Results
- Statistical results
- Data analyses
- Tables and figures
- All tables and figures go in the Results section
Discussion
- Interpret and evaluate results
- Draw inferences
- Explain implications for theory and/or practice
- Present limitations of the current study
- Offer opportunities for future research
For all questions regarding style and format, please refer to the latest version of the APA Publication manual. |
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E-Source for College Transitions is a bi-monthly electronic newsletter published by the National Resource Center for The First-Year Experience and Students in Transition. Its primary purpose is to provide practical strategies for supporting student learning and success. Articles on a variety of topics related to student transitions are welcome, especially those focusing on:
- Strategies for addressing the sophomore, senior, and transfer transitions at different types of institutions
- Strategies for assessing student learning or experiences, programs, or courses
- Innovative teaching strategies
- Descriptions of institutional initiatives with demonstrated results
- Alternative funding sources for curricular initiatives, programs, and services
- Programs addressing the needs of special student populations (e.g., adult learners, ethnic and racial minority students, first-generation students, GLBT students)
- Short descriptions of new and relevant print and online resources
Guidelines follow for those who would like to submit articles related to significant student transitions for consideration.
Audience: E-Source readers include academic and student affairs administrators and faculty from a variety of fields. All types of institutions are represented in the readership.
Style: A limited number of feature-length stories will be interspersed with shorter research briefs or news items. Tables, figures, and artwork will be included on a space-available basis. Limited references can be printed. Articles, tables, figures, and references should adhere to APA (American Psychological Association) style. Annotations of new resources should include the following: complete title of the publication, author(s) or editor(s), publisher, publication date, and complete URL if source is available online. E-Source does not publish endorsements of products for sale.
Format: Submissions should be sent via e-mail as a Microsoft Word attachment.
Length: Feature-length articles should be 500–1,000 words. Brief articles should be 250–500 words. Annotations of new resources should be no more than 50-100 words. The editor reserves the right to edit submissions for length.
Copyright: Articles shall not have been registered for copyright or published elsewhere prior to publication in E-Source. Photographs are welcome with a signed release form and name of photographer or copyright owner.
Contact Information: Contact information will be included with each article selected for publication in E-Source. Please include the following information with your submission: name, position title, department, institution, address, phone number, and e-mail address.
Please address all questions and submissions to Tracy Skipper, Editorial Projects Coordinator, National Resource Center for The First-Year Experience & Students in Transition, University of South Carolina, 1728 College Street, Columbia, SC 29208.
E-mail: tlskippe@mailbox.sc.edu Phone: (803) 777-6226. Fax: (803) 777-9358.
E-Source Production Schedule 2007-08
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Contributor's Deadline |
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September
November
January
March
May
July
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July 25, 2008
September 26, 2008
November 17, 2008
January 19, 2009
March 20, 2009
May 22, 2009 |
Suggested Article Outline
Many of the topics addressed in E-Source lend themselves to a similar approach. The outline below offers guidance on how to structure an article.
- What is the problem or issue? How does it impact student success?
- How did you address it? Identify strategies used to deal with the problem.
- How did the strategy work? Report assessment results.
What are the implications for the future? What revisions will you make to the strategies based on assessment results, and how can other campuses adapt them for different populations or context?
Sample Issue
Please visit E-Source to view a sample issue.
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The First-Year Experience Monograph Series is a collection of works focusing on a variety of aspects of the college experience and the programs and structures designed to increase student success. While many of the volumes in this series focus on first-year college students, work on all significant student transitions is represented in the series. The Monograph Series consists of essentially two different types of work. The first is the presentation of research findings in a book-length format. Examples of this type of publication are our monographs examining the number and types of first-year seminar courses in American higher education, the outcomes of first-year seminar programs, and the types of senior seminars and capstone courses currently being offered. In addition to a presentation of research findings, these publications typically contain an extensive review of the literature, which situates the current study in the context of the existing literature and research and a discussion of the implications of the results of the research on student success and related issues.
The second type of monograph is more practical in nature, generally focusing on an educational or institutional structure, student sub-population, or curricular innovation. These monographs typically begin with a discussion of the history/philosophical underpinnings of the general topic or issue. Literature reviews and reports of relevant research may be used to build a case for why a structure, student sub-population, curricular innovation, etc. needs our attention or to justify a particular approach to an issue. The second half of the monograph frequently provides recommendations for addressing the topic or issue from a variety of viewpoints. Typically this section also discusses the potential impact of this issue, innovation, etc. on student learning, success, retention, etc. For example, Monograph #26 on learning communities opens with definitions and descriptions of learning community structures, a history of the learning community movement, and an overview of educational philosophy underlying the movement. Subsequent chapters focus on implementing learning communities: how to gather resources, the logistics of planning and implementing learning communities, building partnerships to ensure success, strategies for teaching in learning communities, creating learning communities in the community college setting, and evaluating and assessing learning community work.
Individuals are invited to submit proposals for monographs to be included in this series. Proposals should respond to the questions provided below.
Need. Why is this monograph being written now? What current situation necessitates this publication?
Purpose. What is this monograph intended to accomplish? How will it meet the identified need?
Contribution. What new is being contributed? How does this monograph contribute to an understanding of relevant issues and support educational practice?
Related and Competing Titles. Please provide the titles of current volumes that are related to or may compete with this publication. Describe how this monograph is different.
Intended Audiences. Describe the primary, secondary, and other audiences this monograph is intended to reach.
Uses. How will the intended audiences use this publication? How will it be used by researchers, practitioners, or other individuals.
Other Publishers. Has any of the material that may be used in this monograph been sent to other publishers for consideration? Has any of this material been previously published?
Table of Contents and Chapter-By-Chapter Description. Please provide the working titles and order of the chapters and a description of the purpose and contents of each chapter. Also offer a rationale for the order of the chapters. Finally, describe the role of each chapter in the overall book. Please use complete sentences.
Draft Introduction. Please provide a draft introduction to the monograph, including a rationale for its publication at this time and an overview of the chapters.
Accompanying Materials. As completely as you are able, provide a list of tables, figures, forms, charts, appendices, and other supplementary material you anticipate will be included.
Knowledge Base. Briefly describe any recent studies or other work that serve as a base for this monograph.
Timetable. By what date do you anticipate the National Resource Center would receive detailed chapter outlines and/or first drafts of each chapter?
Credentials. Please provide a current vita for each author/editor and a brief description of work related to this topic.
Proposals for The First-Year Experience Monograph Series should be directed to:
Tracy L. Skipper
Editorial Projects Coordinator
National Resource Center for The First-Year Experience and Students in Transition
University of South Carolina
1728 College Street
Columbia, SC 29208
Phone: (803) 777-6226
Fax: (803) 777-9358
E-mail: tlskipper@mailbox.sc.edu
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