Textbook pedagogy: Improving chapter summaries encourages collaborative learning

In my field, human anatomy and physiology (A&P), like many others, it is customary to end each textbook chapter with a concept review and self-testing exercises. For the first five editions of my Anatomy & Physiology—The Unity of Form and Function, I titled my end-of-chapter feature “Chapter Review” and its first section, “Review of Key Concepts.” I followed the traditional practice of summarizing the chapter in short declarative sentences like these:

  • Microvilli are short surface extensions of the plasma membrane that increase a cell’s surface area. They are especially well developed on absorptive cells, as in the kidney and small intestine. On some cells, they play a sensory role.
  • Parathyroid hormone is secreted by the parathyroid glands in response to hypocalcemia. It raises blood Ca2+ levels by indirectly stimulating osteoclasts, inhibiting osteoblasts, promoting calcitriol synthesis, and promoting Ca2+ conservation by the kidneys.

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TAA’s 2020 Conference General Sessions Preview

Early registration is now open for TAA’s 33rd Annual Textbook & Academic Authoring Conference in San Diego, CA this June! This event is always an incredible opportunity to network with authors from a variety of disciplines and to learn about the latest trends, best practices, and industry changes.

Textbook and academic authors have four 60-minute general track sessions and one 90-minute double session on alternative publishing options including online course materials, supplements, and working with small publishers to choose from in addition to the offerings in academic or textbook specific tracks in this year’s program. A complete overview of the General Track sessions is below.

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Most useful textbook and academic posts of the week: February 21, 2020

This week’s collection of articles from around the web contains a variety of topics important to academic authors and researchers. Many of these topics question our personal actions and beliefs as well as the effect of our actions on others with whom we interact.

We begin with personal issues of adapting core skills and the emotional cost of asking for something in academia. We then explore intercultural research, IRB regulations, the place of animals in academic life, and thanking anonymous reviewers. Finally, we close with some broader issues including research assessment reform, indigenous research methodologies, discrimination, and pure publish agreements.

As you research, write, and collaborate with others this week, pay close attention to your own belief systems and the interactions you have with others in your academic circle. What are you saying about your values in both action and written word? Happy writing!

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Writing groups: When, why, how, and best practices

Academic writing can be a solitary, isolating experience for many authors. While that may work for some, solitary writing can leave many writers feeling unmotivated, lonely, and lost. I propose, and research has proven, taking a more collaborative, community-based approach to writing can be highly beneficial in terms of productivity, success, and enjoyment.

From feedback to accountability, to pop-up groups to writing retreats and workshops, when faculty meet and talk about their writing, they reduce isolation and improve their craft. Consequently, over time, faculty become more productive and less stressed because they are accomplishing their goals. In addition, they become part of a community of writers.

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Distinguishing features of academic writing #3: Formality

American poet, W.S. Merwin once said, “The idea of writing, to me, was, from the beginning, was writing something which was a little different from the ordinary exchange of speech. It was something that had a certain formality, something in which the words were of interest in themselves.” Perhaps this same sentiment is the foundational principle from which academic writing has gotten its distinguishing feature of formality – to provide something in which the words are of interest in themselves.

In our third discussion of the distinguishing features of academic writing, we discussed what makes academic writing formal, the purpose of such formality, effect of formality on tone and word choice, whether there are levels of formality acceptable in academic writing, and ways to improve the formality of academic writing efforts.

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