Category Archives: Teaching Faculty

Redesigning STEM Curriculum: Conference Recap with Matt Cockerell of the Academic Commons

Matt Cockerell, Curriculum and Instructional Design Specialist, in the Academic Commons, recently attended the AACU Transforming STEM Higher Education Conference. Matt represented Jefferson, presenting a poster on a recent project with the College of Pharmacy to redesign its curriculum. We caught up with Matt to learn about the conference and discuss his poster, which highlights ways to improve STEM education to achieve student outcomes.

Earlier this month, you attended the AACU Transforming STEM Higher Education Conference. Tell us a bit about the conference.
The conference was held outside Washington DC (Arlington, VA) from November 3rd – 5th. The title of the AAC&U conference was Transforming STEM Higher Education: Back to Broken? Accelerating Undergraduate Education Reform. I attended the conference, but Dr. Elena Umland [poster co-author and project partner] was unable to attend.

The conference’s goal was to examine the entire range of contemporary challenges to—and opportunities for—STEM higher education reform. Keynote speakers included Gilda Barabino (President of the Olin College of Engineering), Christina Maslach (Professor Emerita of Psychology at UC Berkley), and Todd Zakrajsek (Associate Research Professor & Associate Director of Fellowship Programs, Department of Family Medicine, UNC Chapel Hill).

Why did you wish to attend the conference, and what role did you play there, representing the Academic Commons and Thomas Jefferson University?  
There were several motivating factors for attending the conference. One goal was raising awareness of Thomas Jefferson University, the Academic Commons, and the Jefferson College of Pharmacy. I also wanted to expand my professional network in STEM fields to match Jefferson’s strength in these areas. The primary purpose of attending was to highlight the curriculum redesign process within the Jefferson College of Pharmacy. Our poster presentation was an example of a project-level intervention to improve STEM education through strategies focusing on achieving STEM student outcomes. Conference organizers were seeking proposals offering new and innovative insights into STEM reform strategies, and we felt that our curriculum redesign process was a great example.

In addition to supporting educators with curriculum design, Matt is a great photographer! Here are a few photos he took while in Washington, DC.

Let’s discuss your poster, titled “Making the Rounds: An Iterative Approach to Engaging Faculty and Stakeholders in the Development of an Integrated Curriculum in the Health Professions.” How did you and co-author Dr. Elena Umland work together on this project?
The Jefferson College of Pharmacy began the curriculum revision process in the Fall of 2021, and I joined the effort in the Spring of 2022. The new curriculum will be administered beginning with the class entering in Fall 2024. Revisions focus on creating an integrated curriculum combining pharmacy science and clinical practice. The goal is to provide students with more active learning opportunities and create holistic thinkers equipped with the skills and knowledge necessary for professional readiness.

The poster represents our efforts up to the time of submission. The process began with faculty development focused on the changing learner, followed by virtual presentations by leadership at two peer colleges that administer integrated curricula. The steering committee and college administration identified vital external stakeholders, both locally and nationally, representing alums, practitioners, and professional organizations. These stakeholders included groups not typically represented in revisions, such as pedagogical experts, faculty and administrators from other institutions, and former students. We argue that this additional input aided in fostering a more inclusive process. We used surveys, listening sessions, and faculty retreats to garner feedback which led to the development of a revised philosophy, goal, and curricular outcomes for the program.

At Dr. Elena Umland’s invitation, I joined weekly meetings with the curriculum revision committee, which consists of 3 additional Jefferson College of Pharmacy faculty members. I have also been fortunate enough to attend numerous full-faculty retreats. 

If educators want to learn more about how the Academic Commons can support their curriculum development and program alignment goals, how should they contact you? 
The best way to reach me is via email at matthew.cockerell@jefferson.edu. Beginning in Spring 2023, I will have a presence on the 4th floor of Scott Memorial Library, so look for me there soon!

Learn about BioRender, a tool to create and share science figures & images, at December 7 webinar

Register now for an introductory webinar on BioRender. BioRender Premium is available to all Jefferson students, staff, and faculty. Use it to create professional, beautiful scientific images in minutes.

BioRender Introduction Webinar
Wednesday, December 7, 12pm
REGISTER HERE

Sydney Burniston, BioRender’s Scientific Communications & Customer Success Manager, will lead the webinar. Download BioRender and read more about its features and tools. BioRender is a website application used by researchers to create and share professional science figures. It includes over 40,000 icons you can use to create scientific posters, presentations, and publications.

Register for the BioRender webinar on December 7: https://biorender.zoom.us/webinar/register/WN_IMDzDWJsRIit94ubPoFsjw

Check out this flyer for more information.


Alzheimer’s Disease Awareness Month: 7 videos, eBooks, & graphic novels

November is National Alzheimer’s Disease Awareness Month, and to honor that, we picked out seven resources from our library collection to highlight. Dive into the resources listed below to learn about the connection between air pollution and Alzheimer’s, sex and gender differences in the disease, a personal journey living with Alzheimer’s, and more.

eBooks
Alzheimer’s Disease and Air Pollution: The Development and Progression of a Fatal Disease from Childhood and the Opportunities for Early Prevention

The Dynamics of Dementia Communication

The Neurobiology of Aging and Alzheimer Disease in Down Syndrome

Sex and Gender Differences in Alzheimer’s Disease

Graphic Medicine
Aliceheimer’s: Alzheimer’s through the looking glass

Stacks (Scott Library)
Occupational Therapy Practice Guidelines for Adults with Alzheimer’s Disease and Related Major Neurocognitive Disorders

Video
You’re Looking at Me Like I Live Here and I Don’t

eLife to eliminate accept/reject decisions on the articles it publishes

In December 2020, the journal eLife announced that it would become the first journal to only publish articles that had been posted as preprints and peer-review comments would become part of the public record. You can read more about this in a previous post

This move aligned with eLife’s stated commitment to replacing what they consider the outdated traditional print-based model of publication and peer review with one that makes more sense given the various online tools available in our digital age.

On October 20th, they announced they are taking another step in their quest to improve scholarly publishing. Now, there will be no accept/reject decision made by the journal based on peer review results. The publicly available peer review commentary will stand on its own as a testament to the article’s worthiness. eLife will still make editorial decisions about which articles to send out for peer review, but now every article that is reviewed by eLife will officially be considered to have been published by the journal.

In a statement made on eLife’s website, they note that they “have found that these public preprint reviews and assessments are far more effective than binary accept or reject decisions … at capturing the nuanced, multidimensional, and often ambiguous nature of peer review.” Richard Seever, co-founder of the preprint platforms bioRxiv & medRxiv, noted on Twitter that this change means that “publication as [a] proxy for [the] veracity/quality” of an article will be a thing of the past, at least for this journal.

Authors can change their article based on peer review comments (which can remain anonymous or not as the reviewer requests) or let their version stand while also including a published response to peer review comments. eLife also stated that they will reduce the Article Publishing Cost (APC) to $2,000 per article, down from $3,000.

Furthermore, while authors can choose to assign a copy of their articles as the “version of record,” this step is now optional, meaning that some works might become “living papers,” able to be changed at any time. According to Richard Seever, this might make the work of databases, which index articles to make them findable on their platforms, more challenging and confusing. For example, authors funded by the NIH will need to designate a version of record for eLife to post to PMC.

With any new publishing model, there are bound to be uncertainties, and the scholarly publishing community will have its eyes on eLife in the coming months to see how this new change works in practice. eLife’s editors hope that the journal will become respected for the quality of its peer review and not just its selectiveness.

However, not everyone is excited about these new changes. Some researchers believe that academics will simply switch to criteria other than the reputation of a journal as a proxy to evaluate the quality of an article, such as an institution’s reputation. This could put early career scientists and those at smaller institutions at a disadvantage. Other authors who have published with eLife in the past are concerned that the journal will lose its reputation for publishing high-quality work. They view this change as the journal’s attempt to “destroy the traditional” model of publication rather than simply helping to improve the system or create a new publishing model. 

Based on eLife’s own statements, it seems that this is exactly what they are attempting to do. Members of its editorial board note that there is an “urgent need to fix scientific publishing,” and that “the power to fix it resides uniquely with scientists” who should “not let [a] fear of change limit” the actions that are needed to create a system that will better support the work that scientists do in the future.

Do you publish in eLife, or would you consider it under their forthcoming model? Let us know.

Join our new Scholarship of Teaching & Learning (SoTL) Community

If you are interested in learning more about the Scholarship of Teaching and Learning (SoTL), join the Academic Commons’ new SoTL Learning Community. This community is open to anyone interested in teaching and learning – including faculty, staff, postdocs, and graduate students. Complete the interest form to get started. Please complete the form by January 23, 2023.

Graphic from Champlain College

What is SoTL? SoTL is a valuable exercise to reflect on your teaching practices, with the overall goal of improving student learning. As an educator, you systematically examine the effectiveness of your teaching and share your findings, often by publishing and presenting your research. Visit our brand-new asynchronous course, Getting Started with the Scholarship of Teaching and Learning, to learn more about SoTL at your own pace.

As a member of the SoTL Learning Community, you will learn the steps involved in SoTL research, develop your own SoTL plan, share progress on your project, and offer feedback to colleagues.

Our community will meet three times during the spring 2023 semester (February, March, and April) for one-hour sessions. Below is a brief outline of what the community’s program will cover:

February: Getting Started with SoTL
March: Planning Projects for SoTL
April: Presenting and Publishing Your SoTL Research (co-presented with the Office for Professional Writing, Publishing, and Communication) 

You will receive a copy of Engaging in the Scholarship of Teaching and Learning: A Guide to the Process and How to Develop a Project from Start to Finish, written by Cathy Bishop-Clark and Beth Dietz-Uhler. We’ll use this book as a guide throughout our meetings and work. We have limited copies; please complete the interest form today to secure your spot in our SoTL Learning Community.

You are best prepared to join this community if:

  • You are interested in concrete evidence of the effectiveness of your teaching strategies
  • You are planning to implement a new activity or teaching strategy and related assessment 
  • You are willing to provide and receive feedback on SoTL research
  • You are ready to explore pedagogical literature to guide your project development and research

If you are interested in joining this community, complete this interest form. Please complete the form by Friday, January 20, 2023.

The Future of #AcademicTwitter under Elon Musk

Twitter has become a space that many academics have increasingly come to use in promoting their work. The communities on the platform allow new ideas to be shared more quickly and valuable research collaborations to be formed. Many academics have found jobs through postings on Twitter or used engagement metrics to show the impact of their work. Unlike academic journals, Twitter is also a space where researchers can engage directly with journalists, policymakers, industry leaders, and members of the public. These engagements can help educate the public about new research findings, and it can also work to combat the spread of misinformation (Stecula, 2022).

However, with Elon Musk’s acquisition of the social media platform on October 27th, many members of #academictwitter are expressing concern about Twitter’s future. Musk’s plan to reduce content moderation on the platform in the name of “free speech” has many worried that Twitter will become a space that is more hostile and less safe, especially for women and minorities. A rise in posting racial slurs on the platform in the days after Musk took charge of Twitter is beginning to confirm some of the worries academics have (Kupferschmidt, 2022). Is Twitter set to become an unredeemable toxic space, one that researchers in good conscience cannot support?

While these fears are understandable, it is too soon to tell. The fate of Twitter will likely be decided more gradually, as policy changes are enacted, and as people make individual decisions to keep engaging with the platform or to find something new. And for researchers, the choice to disengage from the platform is not an easy one.  Many have spent time and energy cultivating a following and making connections. Losing all of that effort at once would be hard (D’Agostino, 2022). Thoughts expressed by Jefferson researcher Dr. Tim Mosca on his Twitter account likely mirror those of many other users of #academictwitter, ” [I]’ve been here a while and seen a lot….this place has grown, the community has grown, and it’s done a lot of good. [I]’m not ready to give it up yet.”

However, he is exploring Mastodon with an account on drosophila.social, a server for the Drosophila research community. Dr. Rebecca Jaffe is trying it out via the med-mastodon server. (Some Mastodon servers are not currently accessible if you are using Jefferson’s campus network.)

Ultimately, what this unrest might do, states Dr. Mark Carrigan, author of Social Media for Academicsis reinforce the importance of “digital public engagement” to the academic community, and invite researchers to “think much more seriously about the infrastructure [they] rely on for digital scholarship” (Carrigan, 2022).

Are you re-considering Twitter for professional use? Let us know. Visit our guide on social media and the academic professional.

References:

Stecu?a, D. (2022, Nov. 4). Academic Twitter is worth fighting for. Inside Higher Ed.https://www.insidehighered.com/views/2022/11/04/academic-twitter-worth-fighting-opinion

Kupferschmidt, K. (2022, Nov. 4). As Musk reshapes Twitter, academics ponder taking flight.Sciencehttps://www.science.org/content/article/musk-reshapes-twitter-academics-ponder-taking-flight 

Carrigan, M. (2022, May 3). Leave, adapt, resist- Time to rethink academic Twitter. LSE Impact Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2022/05/03/leave-adapt-resist-time-to-rethink-academic-twitter/

D’Agostino, S. (2022, Nov. 4). #AcademicTwitter will endure- for now. Inside Higher Ed.  https://www.insidehighered.com/news/2022/11/04/professors-and-academics-will-stay-twitter%E2%80%94-now

Six videos, graphic novels, and eBooks to read this Diabetes Awareness Month

November is Diabetes Awareness Month and serves as a time to share resources and education on the epidemic. Over 37 million Americans have diabetes, and 96 million are pre diabetic, making the disease one of the most prevalent in the country.

Take a look at the following eBooks, books, videos, and graphic medicine novels to learn about gestational diabetes, the role that stress and trauma play in the disease, and how years of policy and science mistakes have impacted the prevalence of diabetes in America and the world.

To learn more about ways to get involved in Diabetes Awareness Month, visit the American Diabetes Association website.

eBooks
The Discovery of Insulin: Special Centenary Edition
Traveling with Sugar: Chronicles of a Global Epidemic
Rethinking Diabetes: Entanglements with Trauma, Poverty, and HIV

Video
Understanding Gestational Diabetes

Stacks
Controversies in Treating Diabetes: Clinical and Research Aspects

Graphic Medicine
Diabetes and Me: An Essential Guide for Kids and Parents

Register Now: The Hidden History of Women at Jefferson (Nov 14)

Join us on Monday, November 14, at 12pm for a discussion about how women have historically impacted Jefferson.

Using Scott Memorial Library’s Archives as a guide, we’ll explore how throughout Jefferson’s history, women have shaped the university and hospital into the institutions they are today.

The Hidden History of Women at Jefferson
Monday, November 14, 12-1pm
Hamilton, Room 224

University archivist F. Michael Angelo will give a quick introduction to second-year medical student Anna Lauriello, who has been researching the university’s Archives, focusing her study on the history of women at Jefferson. Check out the Archives Collection here.

Lunch will provided. Register at https://jeffersonwomen.eventbrite.com.

This event is co-hosted by Jefferson’s chapter of the American Medical Women’s Association and Jefferson Humanities and Health.

RSVP: 2nd annual Drs. Theresa & Charles Yeo Writing Prize Reception on Nov 17

Witness the power of writing at the reading and reception for the Drs. Theresa & Charles Yeo Writing Prize. Join us in person in Eakins Lounge (Jefferson Alumni Hall) or remotely on Zoom from 5:30 – 7 p.m. on November 17 to hear from and celebrate the Writing Prize winners and contributors.

Registration is not required. To attend via Zoom, visit this link:
https://Jefferson.zoom.us/j/93594195856?from=addon . Zoom meeting id: 935 9419 5856

Laura Madeline, Executive Director and Curator of Souls Shot Portrait Project, will make opening remarks. Winning essayists will read their work, and light refreshments will be provided to those attending in person.

Check out this flyer for more information.

November eBooks: Topics include vitamins and nutrition, epidemiology, and hair diseases

Look at the 22 new eBooks we’re adding to our shelves this month! Topics covered include vascular neurology, the handbook of deaf studies, addiction medicine, the racial origins of fatphobia, and more. Check out the list of new books below or browse our complete collection at Gutman Library (East Falls) and Scott Library (Center City).

Basic Statistics and Epidemiology: A Practical Guide 

Clinical Pharmacology During Pregnancy 

A Concise Guide to Continuity of Care in Midwifery 

Doing Meta-Analysis with R: A Hands-On Guide 

Fearing the Black Body: The Racial Origins of Fat Phobia 

Foundations of Perinatal Genetic Counseling: A Guide for Counselors 

Fortune-Telling Book of Colors 

Fundamentals of Wastewater-based Epidemiology: Biomonitoring of Bacteria, Protozoa, COVID-19, and Other Viruses 

The Modern Natural Dyer: A Comprehensive Guide to Dyeing Silk, Wool, Linen, and Cotton at Home 

Molecular Determinants of Head and Neck Cancer 

NCLEX-RN for Dummies with Online Practice Tests 

Online Learning Analytics 

The Oxford Handbook of Deaf Studies in Learning and Cognition 

The Oxford Handbook of Deaf Studies in Literacy 

Pocket Addiction Medicine 

Practical Neuroangiography 

Stiehm’s Immune Deficiencies: Inborn Errors of Immunity 

Techniques in the Evaluation and Management of Hair Diseases 

Vascular Neurology Board Review: An Essential Study Guide 

Visualizing Taste: How Business Changed the Look of What You Eat 

The Vitamins: Fundamental Aspects in Nutrition and Health 

WHO Classification of Tumors of Soft Tissue and Bone 

Data Sharing, Open Access, and Climate Justice (POST 5)

Beginning in January 2023, data sharing will become a requirement for all NIH grant-funded research. This is just one example of a broader push towards the open sharing of data among scientists and researchers. This movement was motivated by the reproducibility crisis and research waste in academic publishing. Sharing data openly allows scientists to check the work of others, attempt to replicate studies, avoid duplication by learning from negative results, and inspire future research through data reuse.

When it comes to climate change and climate justice, data sharing is also important. In the article Information as Power: Democratizing Environmental Data, Annie Brett (2022) provides a historical overview of environmental data systems, noting that much environmental data of the past has been hard to access, even for the very people supplying the data, who are often the ones directly affected by climate change.  These data systems have historically “concentrate[d] power” in the hands of the government or private corporations, and “new calls to open environmental data have the potential to shift these norms,” especially if infrastructure is improved to make data more accessible.

One example of newly developed and publicly available infrastructure that the federal government designed to address climate justice directly is the Climate and Economic Justice Screening Tool. It brings together publicly available datasets to map disadvantaged communities. While it was developed for federal programs to ensure their efforts benefit environmentally disadvantaged communities, anyone designing research or programs can use it. Read the White House press release. The tool is still in its beta version, and feedback is actively solicited.

For more information, tips, and resources on sharing your scientific data, please visit the library’s guide on data management.

Reference:

Brett, A. (2022). Information as Power: Democratizing Environmental Data. Utah Law Review, 127. https://doi.org/10.26054/0d-1n1y-s8a0

Open Educational Resources (OER) for Climate Justice (POST 4)

The United Nations 2030 Agenda for Sustainable Development encourages governments and communities to take urgent action regarding climate change so that the planet can continue to support future generations. However, one of the “greatest impediments” to this agenda is a lack of education among those in leadership positions in governments and societies worldwide. 

One solution to this problem is the development of Open Educational Resources (OER). OER, according to the UN, are “teaching, learning and research materials…that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” Educating the public is critical if the UN’s agenda is to be met, and as a recognition of that fact, the SDG Academy was developed. This non-profit organization is responsible for curating and making accessible educational content created by experts around the world related to the UN’s sustainable development goals. 

OER allow “citizens to educate themselves on issues of climate change,” but, going further, they also allow the knowledge that is created to “reflect the diversity and context of people from different parts of the world,” something that is very important in the fight not only against climate change, but for climate justice (Bahadur & Green, 2022).

So far, the SDG Academy has developed 39 massive open online courses and reached over 600,000 people in 193 countries worldwide. These courses have been made available using Creative Commons licenses that allows the courses to be openly shared and modified, as long as the use is noncommercial in nature. Over 1700 videos are available in the SDG Academy Library for use outside the courses. Faculty interested in incorporating materials into their courses will find ideas in their webinar, Engaging Online: Teaching and Learning with the SDG Academy

“Education is a necessity and a human right, not just a commodity to be bought and sold by those who can afford to do so. We must all go back to school,” says Patrick Walsh, the Vice President of Education at the SDG Academy, to learn how to “coexist in harmony with people and the planet” (2022). Creating and implementing open educational resources is one thing our society can do to make this happen.

References:

Bahadur, C. & Green, C. (2022).  The SDG Academy and Creative Commons. SDG Academy  https://sdgacademy.org/sdg-academy-and-creative-commons/

Walsh, P. (2022). Advancing the UNESCO OER recommendation to enable education for sustainable development. SDG Academy. https://sdgacademy.org/advancing-the-unesco-oer-recommendation/

https://sdgacademy.org/courses/

The Intersection of Climate Justice and Healthcare (POST 3)

Climate change will affect us all; however, certain sectors of the population will be impacted more severely by its effects than others. According to Dr. Edith Peterson Mitchell, current editor-in-chief of the Journal of the National Medical Association and professor of medicine at Thomas Jefferson University, “many of the disease processes related to climate change already have proven disparities…in racial and ethnic minority communities, geriatric populations, the poor, as well as rural and communities with limited access to healthcare” (Mitchell, 2022). These communities are already well recognized to have poorer health outcomes compared to other populations.

However, the added burden of climate change “deepens pre-existing inequalities by taking the greatest toll on those already at heightened risk” (Antosh, 2022).  In her September grand rounds presentation, Dr. Natalie Antosh, a 3rd year resident at Thomas Jefferson University Hospital, paints an important and startling picture of these added health burdens. The effects of air pollution, extreme heat, extreme weather events, food insecurity, and disease, all brought about by climate change, are discussed in detail in her presentation. For example, she notes that an additional 5 million deaths around the world each year are linked to abnormally hot temperatures. Extreme weather events, such as flooding, lead to increases in waterborne diseases when sanitation systems are disrupted. These and other weather events, such as forest fires, also have significant impacts on the mental health in the communities they impact.  Additionally, rates of diseases such as Malaria and Lyme disease are also increasing, with the number of Lyme disease cases doubling over the past 30 years as climate changes allows the ticks that carry this disease to expand their territory.

One notable source of information for Dr. Antosh’s presentation was a 2021 report by the Lancet Countdown on Health and Climate Change. This yearly report, written by a multidisciplinary collaboration, including scientists, public health experts, and health professionals, analyzes 44 specific indicators related to the health impacts of climate change. The report’s introduction notes, “Even with overwhelming evidence on the health impacts of climate change, countries are not delivering an adaptation response proportionate to the rising risks their populations face… [A]ccelerated adaptation is essential to reduce the vulnerabilities of populations to climate change…[but] this will only be possible if the world acts together to ensure that no person is left behind” (Romenello).

CC BY-SA 4.0https://commons.wikimedia.org/wiki/File:Overview_on_effect_of_climate_change.jpg

References:

Antosh, N. (2022). “An Introduction to Climate Change & Health.” Department of Family & Community Medicine Presentations and Grand Rounds. Paper 544. https://jdc.jefferson.edu/fmlectures/544

Mitchell, E. P. (2022). Disparities in impact of global warming and climate change in the United States. Journal of the National Medical Association, 114(5), 465-466. https://doi.org/10.1016/j.jnma.2022.09.001

Romanello, M. et al. (2021). The 2021 report of the Lancet Countdown on health and climate change: code red for a healthy future. The Lancet. 398(10311), 1619-1662). https://doi.org/10.1016/S0140-6736(21)01787-6

Celebrate Open Access Week: “Open for Climate Justice” (POST 2)

It is Open Access Week again, and this year the theme is Open For Climate Justice. Programs will be held at libraries and universities around the world to encourage communities to collaborate to address this important issue. Climate change does not and will not affect everyone around the world equally. Richer nations and those in power will be able to weather the effects of climate change much more easily than poorer nations or underrepresented communities. Access and control of data and information about climate change can play a part in ameliorating this imbalance, as “equitable knowledge sharing” can help address the “inequities that shape the impacts of climate change and our response to them” (SPARC).

The library will publish a series of posts this week designed to help the Jefferson community appreciate in more detail how the open sharing of information is critical to our future. We will discuss how information, or a lack of it, can affect power imbalances, and we will highlight several projects that seek to make data related to the intersection of climate justice and health more open.

This series will also highlight a few Thomas Jefferson University community members who have already dedicated themselves to raising awareness about the intersections of climate change and health.  Recently, Dr. Edith Mitchel published an editorial in the Journal of the National Medical Association, calling on physicians and clinicians to “influence the impact of policies related to diminishing the effects of….climate change on the health risks of individuals.” She told Larissa Gordon, Scott Library’s Scholarly Communications Librarian, that it was “very important” for individuals to “have access to important information regarding [the] potential impact” that climate change has “on wellness, wellbeing and healthcare.”

Dr. Natalie Antosh, a third-year resident at Jefferson, gave a Grand Rounds presentation on this topic to the Department of Family and Community Medicine last month. This talk is openly available on Jefferson’s institutional repository, the Jefferson Digital Commons (JDC). Dr. Antosh believes that this type of open access “is crucial in minimizing barriers to educational resources” to help everyone become more aware of “important topics such as the intersection of climate change and health.”

Stay tuned to Library News to learn more about the intersection of climate justice and health care, and about how the open sharing of information can address this issue. To follow activities taking place around the world related to this year’s Open Access Week theme use the Twitter hashtag #openforclimatejustice.

Open Access Week: Campus Events on Tuesday and Thursday (POST 1)

Today is the first day of Open Access Week, promoting awareness about the importance of making scientific research accessible to everyone, not just the people and institutions which can afford to pay for that access.

On Tuesday, October 25, and Thursday, October 27, a representative from the Scott Memorial Library will host an information table where Jeffersonians can learn more about the results of a faculty survey about their knowledge and experience with predatory publishing. The dates and locations for the tables are below.

Predatory or deceptive publishers charge authors Article Processing Charges (APCs), as do legitimate open access journals. However, these predatory journals then fail to meet scholarly publishing standards, such as maintaining a rigorous peer review process. They abuse the open access author-pays model for their profit, taking advantage of the need for academics to provide open access to publicly funded research. These actions reflect poorly on the many high-quality open access journals.

Predatory publishing is not just a problem for individual authors but science as a whole. For example, climate deniers can publish their papers in some more problematic predatory journals (Readfearn, 2018).

However, it is not just unscrupulous individuals who seek to publish work in these predatory publications. Our survey shows that faculty are frequently targeted by unsolicited emails from journal publishers (74% responding at least once per week, n=58), many of which are likely predatory.

A sizable percentage of faculty surveyed admit to not having learned much about the journal publication process and how to evaluate journals during graduate school. This means that some faculty may be more vulnerable to invitations from predatory publishers.

A clear majority of faculty felt that these evaluation skills are important ones that should be taught to graduate students at Jefferson.

Finally, and perhaps most importantly, the survey demonstrated that many Jeffersonians are not familiar with the Library’s Open Access Fund. The Fund is designed to help faculty publish their research in quality, well-respected, open access journals so more people around the world can access their work.

Please stop by to learn more about this survey and the Jefferson Library’s Open Access Fund:

Tuesday, October 25, 11 am – 1 pm, in the JAH lobby

Thursday, October 27, 10 am – 12 pm, in the BLSB lobby

Learn more on our predatory publishing guide.

Reference

Readfearn, G. (2018, January 23). Murky world of “science” journals a new frontier for climate deniers. The Guardian. https://www.theguardian.com/environment/planet-oz/2018/jan/24/murky-world-of-science-journals-a-new-frontier-for-climate-deniers