{"id":131,"date":"2017-01-30T14:18:39","date_gmt":"2017-01-30T19:18:39","guid":{"rendered":"http:\/\/elligoudzwaard.com\/?p=131"},"modified":"2018-02-15T14:22:13","modified_gmt":"2018-02-15T19:22:13","slug":"student-led-publishing-experiential-learning-at-dartmouth","status":"publish","type":"post","link":"https:\/\/elligoudzwaard.com\/index.php\/2017\/01\/30\/student-led-publishing-experiential-learning-at-dartmouth\/","title":{"rendered":"Student-Led Publishing: Experiential Learning at Dartmouth"},"content":{"rendered":"
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Spirituality, business, fiction, opinion, world politics, art, comedy, science\u2026whatever your interest, it seems, there is a Dartmouth\u00a0student-led publication for you. This great variety, and the students behind it, were on hand in Baker Main Hall last week at the Student Publishing Fair, an event hosted by the Dartmouth College Library.<\/section>\n<\/div>\n<\/div>\n
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\"World
Co-Editor-in-Chief\u00a0Freya Jamison ’17 shares World Outlook magazine at the Student Publishing Fair in Baker Main Lobby. (Photo: Stephen Angell)<\/figcaption><\/figure>\n<\/article>\n
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The publishing fair is one of several components of the Library\u2019s experiential learning project, “Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century,\u201d\u00a0which received\u00a0support through DCAL\u2019s Experiential Learning Grant. The project is coordinated by Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing and Laura Barrett, Director of Education & Outreach in the Dartmouth Library.<\/p>\n<\/div>\n<\/div>\n<\/article>\n<\/section>\n<\/div>\n<\/div>\n

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DeFelice sees student publishing as one area\u00a0in which the Library can support students in developing the\u00a0skills and awareness needed to work effectively\u00a0in the digital information world.<\/p>\n

\u201cAscertaining truth and quality of information, who owns the information and who is responsible for it\u2014these\u00a0are critical skills for all of us,\u201d she says.<\/p>\n

And these skills, DeFelice explains, are best learned by doing.<\/p>\n

\u201cIt\u2019s one thing to be told how to evaluate information, but to be in the position of evaluating others\u2019 work,\u00a0making decisions about how to edit it,\u00a0whether to publish it, and doing so in a public forum, that\u2019s a much more direct experience.\u201d<\/p>\n

\"Standpoints
A student editor shares\u00a0Standpoints magazine with Humanities and Social Sciences Librarian Wendel Cox. (Photo: Stephen Angell)<\/figcaption><\/figure>\n
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These kinds of hands-on experiences are exactly what DCAL had in mind when it launched the Experiential Learning Initiative in 2015. The projects supported through the initiative are designed around\u00a0three key\u00a0elements. First, students must intentionally engage intellectually, creatively, emotionally, or physically in a direct experience. Second, in these experiences, students must\u00a0have the opportunity to take initiative, make decisions, problem solve, and be accountable for the results. Finally, students must have the opportunity to\u00a0conceptualize and critically reflect on the experience.<\/p>\n<\/div>\n<\/div>\n

Maeve Lentricchia \u201917 and Morgan Sandhu \u201917, editors of Mouth Magazine, describe their experiences, and the sense of responsibility, that come with producing a publication.<\/p>\n

\u201cSince we\u2019re student run, we have complete ownership over the process and an end product to deliver. People are trusting us with their writing, so we feel a lot of\u00a0accountability to them,\u201d says Lentricchia.<\/p>\n

\u201cFailure means more here than in a class,\u201d continues Sandu.\u00a0\u201cIt\u2019s not about a grade, and [the magazine] is\u00a0a big commitment, so we feel the failure if we\u00a0drop the ball because it really depends on us.\u201d<\/p>\n

DeFelice concurs that failure is sometimes part of the experience. \u201cPlenty of student journals have started and stopped in Dartmouth\u2019s history,\u201d she explains, pointing to a display case\u00a0curated by Rauner Special Collections Library staff containing several examples. \u201cRisk-taking is part of experiential learning.\u201d<\/p>\n

For many students involved in publishing, the risk is worth taking to engage in areas of interest outside of their regular academic paths, or to push those paths to new boundaries.<\/p>\n

\"Apologia\"
Dartmouth student-led journal Apologia explores Christian thought. (Photo: Stephen Angell)<\/figcaption><\/figure>\n

For student editors of\u00a0the Dartmouth\u00a0Undergraduate Journal of Science, there is an appeal to integrating two fields of practice\u2014science and writing–that they typically experience as\u00a0separate.<\/p>\n

\u201cI am interested in both, and being involved with\u00a0this journal allows me to bring those interests together,\u201d says Sumita Strander \u201918.<\/p>\n

James Howe \u201917, a Neuroscience and Biology major,\u00a0finds value in\u00a0being able to make a contribution to his field\u00a0of study while still a student.<\/p>\n

\u201cWe are making an impact through the journal by publishing original research, but also\u00a0by summarizing scientific articles and translating complex ideas for the general population,\u201d he says<\/p>\n

For student\u00a0editors of Humbug, a journal of creative writing, it\u2019s about finding an outlet and carving out time for their creativity.<\/p>\n

\u201cWriting makes me happy,\u201d says Isabelle Blank \u201919. \u201cHumbug is a group of burgeoning writers guiding each other and spreading the creative spirit.\u201d<\/p>\n

Freya Jamison, co-Editor-in-Chief of World Outlook, values the opportunity that the journal provides to her peers.<\/p>\n

\u201cThe journal allows undergraduates to produce scholarly articles at a level that they wouldn\u2019t otherwise. This is something you would typically\u00a0do as a PhD student,\u201d she says.<\/p>\n

Seizing new opportunities, embracing the challenge, synthesizing learning,\u00a0pushing boundaries, taking ownership. These are just a few ways to describe the student-led publishing efforts, and perhaps all the\u00a0experiential learning opportunities, taking shape at Dartmouth.<\/p>\n

“Opportunities like this empower students to bring their learning to life in new and challenging ways\u201d says Associate Director for Experiential Learning Ashley Kehoe. \u201cThey are participating directly. They are creating new knowledge.”<\/p>\n<\/div>\n

This post first appeared on the website of the Dartmouth Center for the Advancement of Learning<\/span><\/a>.<\/span><\/em><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Spirituality, business, fiction, opinion, world politics, art, comedy, science\u2026whatever your interest, it seems, there is a Dartmouth\u00a0student-led publication for you. This great variety, and the students behind it, were on hand in Baker Main Hall last week at the Student Publishing Fair, an event hosted by the Dartmouth College Library. The publishing fair is one of several components of the Library\u2019s experiential learning project, “Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century,\u201d\u00a0which received\u00a0support through DCAL\u2019s Experiential Learning Grant. The project is coordinated by Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing and Laura Barrett, Director of Education & Outreach in the Dartmouth Library. DeFelice sees student publishing as one area\u00a0in which the Library can support students in developing the\u00a0skills and awareness needed to work effectively\u00a0in the digital information world. \u201cAscertaining truth and quality of information, who owns the information and who is responsible for it\u2014these\u00a0are critical skills for all of us,\u201d she says. And these skills, DeFelice explains, are best learned by doing. \u201cIt\u2019s one thing to be told how to evaluate information, but to be in the position of evaluating others\u2019 work,\u00a0making decisions about how to edit it,\u00a0whether to publish it, and doing so in a public forum, that\u2019s a much more direct experience.\u201d These kinds of hands-on experiences are exactly what DCAL had in mind when it launched the Experiential Learning Initiative in 2015. The projects supported through the initiative are designed around\u00a0three key\u00a0elements. First, students must intentionally engage intellectually, creatively, emotionally, or physically in a direct experience. Second, in these experiences, students must\u00a0have the opportunity to take initiative, make decisions, problem solve, and be accountable for the results. Finally, students must have the opportunity to\u00a0conceptualize and critically reflect on the experience. Maeve Lentricchia \u201917 and Morgan Sandhu \u201917, editors of Mouth Magazine, describe their experiences, and the sense of responsibility, that come with producing a publication. \u201cSince we\u2019re student run, we have complete ownership over the process and an end product to deliver. People are trusting us with their writing, so we feel a lot of\u00a0accountability to them,\u201d says Lentricchia. \u201cFailure means more here than in a class,\u201d continues Sandu.\u00a0\u201cIt\u2019s not about a grade, and [the magazine] is\u00a0a big commitment, so we feel the failure if we\u00a0drop the ball because it really depends on us.\u201d DeFelice concurs that failure is sometimes part of the experience. \u201cPlenty of student journals have started and stopped in Dartmouth\u2019s history,\u201d she explains, pointing to a display case\u00a0curated by Rauner Special Collections Library staff containing several examples. \u201cRisk-taking is part of experiential learning.\u201d For many students involved in publishing, the risk is worth taking to engage in areas of interest outside of their regular academic paths, or to push those paths to new boundaries. For student editors of\u00a0the Dartmouth\u00a0Undergraduate Journal of Science, there is an appeal to integrating two fields of practice\u2014science and writing–that they typically experience as\u00a0separate. \u201cI am interested in both, and being involved with\u00a0this journal allows me to bring those interests together,\u201d says Sumita Strander \u201918. James Howe \u201917, a Neuroscience and Biology major,\u00a0finds value in\u00a0being able to make a contribution to his field\u00a0of study while still a student. \u201cWe are making an impact through the journal by publishing original research, but also\u00a0by summarizing scientific articles and translating complex ideas for the general population,\u201d he says For student\u00a0editors of Humbug, a journal of creative writing, it\u2019s about finding an outlet and carving out time for their creativity. \u201cWriting makes me happy,\u201d says Isabelle Blank \u201919. \u201cHumbug is a group of burgeoning writers guiding each other and spreading the creative spirit.\u201d Freya Jamison, co-Editor-in-Chief of World Outlook, values the opportunity that the journal provides to her peers. \u201cThe journal allows undergraduates to produce scholarly articles at a level that they wouldn\u2019t otherwise. This is something you would typically\u00a0do as a PhD student,\u201d she says. Seizing new opportunities, embracing the challenge, synthesizing learning,\u00a0pushing boundaries, taking ownership. These are just a few ways to describe the student-led publishing efforts, and perhaps all the\u00a0experiential learning opportunities, taking shape at Dartmouth. “Opportunities like this empower students to bring their learning to life in new and challenging ways\u201d says Associate Director for Experiential Learning Ashley Kehoe. \u201cThey are participating directly. They are creating new knowledge.” This post first appeared on the website of the Dartmouth Center for the Advancement of Learning.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-131","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/posts\/131","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/comments?post=131"}],"version-history":[{"count":1,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/posts\/131\/revisions"}],"predecessor-version":[{"id":132,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/posts\/131\/revisions\/132"}],"wp:attachment":[{"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/media?parent=131"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/categories?post=131"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elligoudzwaard.com\/index.php\/wp-json\/wp\/v2\/tags?post=131"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}