Contrary to popular belief, according to The Yale Law Journal data, the best time to submit publications in the spring cycle may be late February or even early March.
The Yale Law Journal reviewed its submissions data and found that the Journal’s experience is consistent with anecdotal reports that the spring submissions cycle is increasingly front-loaded, with a growing percentage of pieces submitted in the first half of February. However, this trend has not carried into the fall cycle, where submission ratios have remained relatively consistent across recent volumes.
The prevailing wisdom in the spring cycle appears to be “submit early.” However, from the Journal’s perspective, this approach does not offer any appreciable advantage.
[O]f the dozen or so publication offers that the Journal makes in the spring cycle, historically a majority have been made in March or later.
Also, authors should know about a possible downside to submitting early in the spring cycle: slower review times. The front-loaded cycle places a significant strain on the Articles & Essays Committee, and in most instances it takes several days—perhaps even a week—before an editor first reviews a new submission
As mentioned over at the PrawfsBlawg when discussing the downside to submitting early, [a] more plausible and interesting possibility [rather than the strain it places] is that early submissions are disadvantaged because novice editors are not only deluged with submissions but relatively risk averse. At the start of the process, editors may be holding out hope for The Perfect Article and feel afraid of recommending acceptance of pieces that their colleagues or academic reviewers will regard as rubbish. By contrast, late-cycle editors know what kind of article they like and have a better sense of what is left in the by-then dwindling pool of submissions.
Food for thought during the upcoming submission cycle.
Law Faculty – please join the Law Library next Thursday, January 21 from 12pm-1pm in the Faculty Conference Room for LUNCH as we welcome you all back for a wonderful spring 2016 semester!!
In addition, mark your calendars for the rest of the Law Library’s spring 2016 Faculty Research Series focusing on Blackboard training.
Are you planning to use Blackboard this fall? If so, you should ask yourself the following questions:
1. Did I request my live Blackboard course shell for fall 2016? If not, please go here for more information and to request your live shell.
*note if you did not request your live Blackboard shell and you see the course listed under your Blackboard courses, it is likely a development shell. You still need to request a the live shell to populate with your enrolled student
2. Do I want my students to see my Blackboard course immediately? If yes, please follow these instructions in your live Blackboard course to make your course available immediately:
1. From the Control Panel, click on Customization
2. Click on Properties
3. Set Availability to YES & Select Dates for Course Duration
4. Click Submit
*note the default for course availability is the first day of classes.
3. Have I been working in a development shell, and do I need to copy content from my development shell to my live shell? Or do I want to copy course content from a previous Blackboard live shell? If yes, please click here and follow the instructions.
For additional help, view TTU’s Blackboard instructor support page.
The Chronicle of Higher Education’s Vitae blog offered advice to faculty about who they should talk to on campus for optimal student success.
The author notes how graduate students are expected to jump into the classroom autonomously once they are hired as faculty. But this autonomy does not mean that faculty should not confer with other professionals on campus to provide a comprehensive educational experience.
The first set of professional listed are the librarians:
If you haven’t spent a good few hours going over your syllabi with a librarian trained in your subject area, you’re shortchanging your course and your students (and yourself). Librarians keep up with the technology in your field. They know the campus holdings and can order better texts for you if they know what you’re teaching.
Librarians can offer even more help if you give them a heads-up about what your assignments are going to be. They can pull relevant texts from the stacks and hold them on reserve for your course. They can come to your classroom and talk about which sources are available and how to judge their quality. They can suggest assignments and let you know about resources you may not have seen yet. And they can be a great help if you have to miss a class–they can work with your students in the library that day or in your classroom to keep them on track with whatever assignment you’ve given while you’re away at that conference.
Librarians live to help. And they’ll be able to help your class do much better work if you’ve taken the time to share your syllabus, your assignments, and your ideas with them.
The author goes on to list academic advisors, student affairs staff, registrar, financial aid, and veterans’ affairs professionals as others for faculty to confer with. As noted, “get out there and talk to people across your campus, in all kinds of jobs. Who knows? You might make a friend. And you’ll definitely make yourself a more effective faculty member.”
Here are our next sessions in the Faculty Research Series:
Instructional Design, October 15 in Lab 225 from 12 p.m.-1 p.m.
Assessments, Tests, and Pools Tool, November 15 in Lab 226 from 11 a.m.-1 p.m.
Assignments Dropbox, December 10 in Lab 226 from 12 p.m.-1 p.m.