College of Education Graduate Students Publish Fourth Volume of Higher Education in Review
Katlyn McGraw (May 2007)
UNIVERSITY PARK, Pa. – When the fourth volume of Higher Education in Review was published this spring, it included more articles and a more diverse pool of authors than ever before.
The peer-reviewed journal was created by the Higher Education Student Association in 2003 and is managed by graduate students in the Higher Education Program of Penn State’s College of Education. The fourth volume was published in April 2007, and included five articles, an increase from previous years.
“This is a testament to the quality of the submissions we have received and to the attention the journal is attracting nationwide,” said David Tandberg, editor-in-chief. “Every year we have seen dramatic improvements in the quality of the articles and in the journal itself.”
The journal is distributed to alumni of Penn State's Higher Education Program, administrators across Penn State, current graduate students in higher education, and to the program heads of higher education programs nationwide. Additionally, copies are sent to national conferences, to each of the authors, and to the Penn State library where it is catalogued in hard copy form and made available electronically. Editors also receive requests for copies from various individuals from a variety of places throughout the year. All of the articles are available electronically on the Higher Education in Review Web site and are accessible via Google Scholar.
The purpose of Higher Education in Review is to provide students experience in publishing scholarly works.
“Our reader board consists of graduate students, academics, and administrators nationwide,” said Betty Harper, assistant editor and webmaster. “The learning experience comes not just from getting published, but from entering the process, even if a student's article isn't ultimately accepted. We provide a great deal of feedback to authors, even when they are rejected. The learning experience for those of us on the board is also immeasurable. The perspective we gain in the publishing process helps us build our own publication success rate, and provides practical skills that many of us will use in our professional careers.”
Since the purpose of Higher Education in Review is to serve as a learning tool, submissions are accepted only from graduate students and students who have graduated within the previous six months. Additionally, the fourth volume of Higher Education in Review marketed itself more broadly to other academic institutions. Submissions from students at other universities were accepted in the past, but this was the first time that Higher Education in Review made a significant effort to encourage submissions from non-Penn State students.
“Submissions from students at other colleges and universities were strongly encouraged in volume four,” said Harper. “Because the blind review process does not allow our editors or readers to know the name or affiliation of the authors during the review and acceptance process, the resulting balance between Penn Staters and authors from other institutions in volume four positively reflects the quality of Penn State's programs and students compared to others nationwide.”
The following is a complete list of the articles to be published in volume four of Higher Education in Review:
Accountability for learning belongs to the learner
Co-Author: Janice A Wiersema wrote this article as a Ph.D. candidate in Higher Education at Iowa State University. Currently, Dr. Wiersema is serving as a leadership development lecturer in Iowa State's Information Assurance Center in the Department of Electrical and Computer Engineering.
Co-Author: Barbara L. Licklider, Professor in the Department of Educational Leadership and Policies Studies at Iowa State University
Revenue diversification: A comparison of Russian and Chinese higher education
Ying Liu, Ph.D. Candidate in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University
Academic and career advising for high-achieving college students
Sarah B. Dougherty wrote this article as an M. Ed. candidate in Higher Education at Penn State. Sarah graduated in May '06 and is currently working as an assistant director/senior research analyst in the Office of Research and Prospect Development at Penn State.
Equity in access to Pennsylvania dual enrollment programs: Implications for policy formation
Co-Author: Samuel D. Museus, Ph.D. Candidate in Higher Education at Penn State
Co-Author: Brenda R. Lutovsky, Ph.D. Candidate in Higher Education at Penn State
Co-Author: Carol L. Colbeck, Director and Senior Research Associate, The Center for the Study of Higher Education, and Associate Professor in Higher Education, Penn State
Will work for a college education: An analysis of the role work plays in the experiences of first-year college students
Co-Author: April K. Heiselt wrote this article as a Ph.D. candidate in Educational Leadership and Policy at the University of Utah. Currently, Dr. Heiselt is an Assistant Professor in the Department of Counseling, Educational Psychology, and Special Education at Mississippi State University.
Co-Author: Dr. Amy Aldous Bergerson is an Assistant Professor in the Department of Educational Leadership and Policy at the University of Utah.