Day/Time/Room
June 18, 2026 | 11:00 a.m. to 12:00 p.m. | HUB 214
Title: From Research to Publication: Building an Integrated Pipeline for Undergraduate Scholarly Communication Through Journal Publishing and Pedagogy
Presenters:
- Reya Saliba, Instruction & Outreach Librarian, Carnegie Mellon University in Qatar
- Kira Dreher, Associate Dean, Community Excellence / Associate Teaching Professor, English, Carnegie Mellon University in Qatar
- Jeffrey Squires, Associate Teaching Professor, English, Carnegie Mellon University in Qatar
Description: This session presents an innovative model that bridges undergraduate research mentorship with formal scholarly publishing training through the strategic convergence of two complementary initiatives: an in-house undergraduate scholarly journal and a credit-bearing summer course on the publication journey.
Our undergraduate journal was established to provide students with authentic experience in scholarly communication, from manuscript development with faculty mentors through peer review and publication. Recognizing the need for more structured pedagogical support around this process, we developed a companion summer course that demystifies the research-to-publication pipeline. Co-taught by an instruction and outreach librarian and a writing faculty who happen to be our Associate Dean for Community Excellence, the course guides students through identifying research questions, understanding disciplinary conventions, navigating peer review, and engaging with publishing ethics, skills traditionally learned implicitly during graduate education.
The convergence of these initiatives creates a comprehensive ecosystem for undergraduate scholarly development. Students in the course produce work suitable for journal submission, while journal contributors benefit from course resources and workshops. This integration aims to yield measurable outcomes: increase submission quality, higher acceptance rates, reduce revision cycles, and greater student confidence in scholarly communication.
Operating at an American branch campus in Qatar with over 70 nationalities represented, our program inherently incorporates diverse epistemological frameworks and research traditions. Students bring varied perspectives on citation practices, authorship conventions, and knowledge dissemination, enriching peer review discussions and editorial decisions.
This session will share our implementation timeline, budget considerations, metrics for success, and lessons learned. Attendees will receive practical resources including course syllabi, journal submission guidelines adapted for undergraduate writers, peer reviewer training materials, and assessment rubrics. We will discuss how this scalable model can be adapted across institutional contexts while maintaining responsiveness to local student populations and disciplinary needs.
Title: Collaborating to Build an Undergraduate Publishing Certificate: Library-English Partnerships Centering Student Experience and Workforce Readiness
Presenters:
- Kathy Essmiller, Ph.D. Associate Professor. OSU Libraries, Coordinator | OpenOKState, Oklahoma State University
- Aimee Parkison, Professor, OSU English Department
- Veronica Cabellero, Student, OSU
Description: This presentation will explore how sustained collaboration between a university academic library publishing program and department of English grew from faculty creation and development of open educational resources (OER) for classroom use into a workforce-aligned undergraduate certificate in publishing and editing available for students campus-wide. With the English department’s commitment to open practices, partnerships developed to support OER creation and publication expanded to include the library publishing program’s support of an existing undergraduate literary journal previously published as a website. Shifting the journal publication process to workflows developed as part of the library publishing program gave students the opportunity to explore discoverability, permanent identifiers, and become familiar with terms and roles used in commercial publishing ventures. The library publishing program coordinator and the advisor for the journal’s undergraduate editing team realized that not only were the students producing scholarly and creative work, they were also gaining structured, hands-on experience with the editorial, production and ethical aspects of publishing.
Recognizing this opportunity, the library and English department designed a certificate that would help make this experiential learning visible, coherent, and meaningful beyond their time on campus. The undergraduate certificate in publishing and editing is implemented by both the English department and library faculty, and introduces students to editorial workflows, copyright and licensing, peer review, accessibility, and discoverability strategies.
The collaborators used labor market reports to ground the certificate proposal in language used by workforce partners describing the skills they are seeking in potential employees. These reports helped highlight how publishing related competencies such as written and verbal communication, project management, problem-solving, and digital fluency align with skills currently emphasized by workforce and career readiness initiatives. Using the vocabulary of workforce development has helped position the certificate as both academically rigorous and strategically responsive to needs communicated by university and state leadership.
Title: Teaching Publishing Literacy to New Authors: Benefits of OER as a Course-Agnostic, Point-of-Need Tool
Presenters:
- Martha Stuit, she/her, Scholarly Communication Librarian, University of California, Santa Cruz
- Sarah Hare, she/her, Open Educational Resources Librarian, University of California, Santa Cruz
Description: In 2022-23, librarians at the University of California, Santa Cruz (UCSC) conducted a mixed methods research study to understand graduate students’ publishing needs. We learned that publishing is often unevenly taught to graduate students who expressed a need for more comprehensive publishing guidance. In addition to learning that students miss opportunities when they are unfamiliar with publishing, interview and survey data demonstrated that students publish at different times and need just-in-time, asynchronous resources to learn about publishing as they navigate the process.
Consequently, the Scholarly Communication Librarian shifted from teaching synchronous workshops to creating accessible, discipline-agnostic resources from which graduate students may learn about publishing whenever needed. In Fall 2024, she launched UCSC’s Publishing Tip Series–a weekly e-mail series shared alongside identical podcast episodes–succesfully reaching 80 graduate students and other participants. The second season in Fall 2025 reached 116 participants.
This session focuses on the next step: creating an open educational resource (OER) to offer a centralized tool for graduate students to learn about publishing. Simultaneously, UCSC’s OER Librarian has been investigating infrastructure for OER and researching how OER may further student belonging. This Publishing OER, which is in early development, brings an important opportunity to collaborate around OER platforms and creation.
Our session describes the goals for the Publishing OER, which include centering student experiences and demystifying the hidden curriculum of publishing, and the value of our collaboration, including takeaways for collaboration with faculty on OER. The session is useful for participants who have ideas for what new authors need to learn and want to make their publishing literacy outreach more widely accessible. We also present one model for Scholarly Communication and OER librarians partnering to achieve shared but distinct goals. Participants will have a chance to engage with and contribute to the Publishing OER.