William Playfair is best known today as a Scottish adventurer of questionable repute who happened to invent âstatistical graphicsââthe line, bar, and pie charts familiar today. Some may be aware of his theories explaining trade and investment, or his contributions to concepts like price indexes and measures of national power. Even those familiar with his work, however, will be surprised to learn that Playfair was, in fact, a secret agent. Working for top British officials, Playfair planned and executed clandestine operations against the radicalized French Republic. He may have changed the course of the French Revolution; he most certainly transformed statistics, economics, and strategic analysis.
In PLAYFAIR: The True Story of the British Secret Agent Who Changed How We See the World (January 2018), author Bruce Berkowitz uncovers the exploits of this remarkable, colorful man and his most audacious projectâan operation to wreck the French economy with counterfeit money. Combining Internet Age methodologies with old-fashioned detective work, Berkowitz proves Playfairâs role in this long-rumored operation.
The Wall Street Journal published a review of Playfair in the paper’s Saturday-Sunday, January 13-14, 2018 edition. Reviewer Richard Davenport-Hines calls the book âa work of ingenious detection and reconstruction.â
Other excerpts from the review include:
“In addition to being a draftsman, inventor, company promoter, land speculator, economist, patriotic pamphleteer and bank-note counterfeiter, Playfair was a secret agent and international conspirator. He used his network of contacts to become a pioneer provider of “all-source” intelligence. He was adept at ducking and weaving from the truth, covering his tracks, mystifying his motives, and protecting his sources.”
âMr. Berkowitz’s fascinating visuals show how pie charts, bar graphs, trend lines and suchlike were developed and popularized by Playfair.â
âMr. Berkowitz’s precision extends to his punctuation, which will delight old-style grammarians who like to see commas and colons used plentifully, and also correctly.â
âMr. Berkowitz compares Playfair to Forrest Gump, but this frenetic optimist, both crafty and unlucky, who although constantly ambushed and battered by events, irrepressibly sprang back from his bad breaks, is more likely a cartoon character. He was the Wile E. Coyote of his age.â
Online courses have surged in recent years, making online teaching an inevitable part of higher learning. While convenient for students and faculty, the lack of facetime can be a challenge. Best Practices in Online Teaching and Learning Across Academic Disciplines (George Mason University Press, 2017) explores strategies for online teaching with an emphasis on distinct approaches for different academic disciplines. The book  offers innovative, practical and successful teaching tools from Indiana University East faculty in a wide range of disciplines designed to keep students engaged.
Best Practices covers online teaching and learning with a three-fold approach. Each chapter discusses and analyzes best practices and pedagogical approaches for online teaching. Attention is also given to instructional design and delivery, useful for course designers or academic administrators. Finally, the authors provide applicable and proven techniques that can be integrated into online courses across more than 15 disciplines.
The first and largest section of Best Practices opens with chapters for the Humanities and Social Sciences. Faculty across these disciplines, from English to Psychology, break down innovative and actionable teaching tools you can use for online teaching. Editor Ross C. Alexander notes, âThree chapters in particularâchapters three, seven and nine, dealing with composition, foreign languages, and drawingâmay be of particular interest as they showcase disciplines that one may not typically associate with online teaching and learning, but are effectively taught using approaches and techniques described hereâ (Best Practices in Online Teaching and Learning Across Academic Disciplines, page 5).
The second section focuses on the natural sciences and mathematics. While these disciplines may also not be commonly associated with online instruction, the authors of these two chapters share why laboratory instruction online can be superior to a traditional, face-to-face model.
The third section handles professional programs, including education, economics and finance, and nursing. While online teaching is fairly common at the graduate level, these chapters zero in on these programs at the undergraduate level, which may not see as much online education. Faculty will learn how to support students on their way to becoming teachers, business leaders, or nurses.
With detailed examples, charts and rubrics, Best Practices provides faculty members the tools to design better curriculum and enhance online learning for their students.
Best Practices in Online Teaching and Learning Across Academic Disciplines
Edited by Ross C. Alexander. Paperback. 300 pages. George Mason University Press. $30.
This book can be purchased from Amazon, or from your favorite independent bookseller.
George Mason University Press titles are distributed by the University of Virginia Press.
Table of Contents Introduction: Ross C. Alexander, Ph.D.
Part One ⢠Humanities and Social sciences
1Â Â Â Communication Studies: Fostering Effective Communication in Online Courses
Rosalie S. Aldrich, Renee Kaufmann, Natalia Rybas
2Â Â Â Composition and Writing: Embedding Success: Supplemental Assistance in Online Writing Instruction
Sarah E. Harris, Tanya Perkins, J. Melissa Blankenship
3Â Â Â English: Facilitating Online Learning through Discussions in the English Classroom: Tools for Success and Stumbling Blocks to Avoid
Margaret Thomas-Evans, Steven Petersheim, Edwina Helton
4Â Â Â Political Science: Engaging Students through Effective Instruction and Course Design in Political Science
Chera LaForge, Kristoffer Rees, Lilia Alexander, Ross C. Alexander
5Â Â Â Criminal Justice: Calming, Critical Thinking, and Case Studies: The Politics, Pitfalls, and Practical Solutions for Teaching Criminal Justice in an Online Environment
Stephanie N. Whitehead, M. Michaux Parker
6Â Â Â Psychology: Student misconceptions of psychology: Steps for helping online students toward a scientific understanding of psychology
Beth A. Trammell, Gregory Dam, Amanda Kraha
7Â Â Â World Languages (Spanish and French): Best Practices in Online Second Language Teaching: Theoretical Considerations in Course Design and Implementation
Dianne Burke Moneypenny, Julien Simon
8Â Â Â History: Teaching History Online: Old Struggles, New Pathways
Justin Carroll, Christine Nemcik, Daron Olson
9Â Â Â Fine Arts (Drawing): Best Practices in Online Teaching for Drawing
Carrie Longley, Kevin Longley
10Â Sociology, Anthropology, and Geography: Igniting the Passion:Â Examples for Sociology, Anthropology, and Geography
Denise Bullock, Katherine Miller Wolf, Wazir Mohamed, Marc Wolf
11Â Philosophy: The Proof is in the Pedagogy: A Philosophical Examination of the Practice of Backward Design
Mary A. Cooksey
Part Two ⢠Natural Sciences and Mathematics 12 Biological Sciences: Online Teaching and Learning in Biological Sciences
Parul Khurana, Neil Sabine
13Â Mathematics: Best Practices of Online Education in Mathematics
Young Hwan You, Josh Beal
Part Three ⢠Professional Programs 14 Education: Building Online Learning Communities on the Foundation of Teacher Presence
Jamie Buffington-Adams, Denice Honaker, Jerry Wilde
15Â Economics and Finance: Using Simulation Games to Engage Students in Online Advanced Finance Courses
Oi Lin Cheung, Litao Zhong
16Â Nursing: Meeting QSEN Competencies in the Online Environment
Paula Kerler Baumann, Tonya Breymier, Karen Clark
In our current political and social environment, itâs no secret that truth, and the value of truth, is taking a beating. When truth is under attack, fallacious theories get repeated and “alternative facts” promoted, and when a preference for the spurious is favored, the search for truth becomes ever more critical.
Of course, it can be argued, and frequently has been stated, that truth itself is elusive if not unattainable. âThere is no such thing as absolute truth and absolute falsehood,â wrote Henry A. Rowland. âThe scientific mind should never recognise the perfect truth or the perfect falsehood of any supposed theory or observation. It should carefully weigh the chances of truth and error and grade each in its proper position along the line joining absolute truth and absolute error.â (Rowland, Henry A. âThe Highest Aim of the Physicist,â Science, New Series, Vol. 10, No. 258, Dec. 8, 1899, 825-833, as of November 6, 2017: http://www.jstor.org/stable/1627046 )
Nevertheless, the job of historians, biographers, journalists, and others is to seek out the truth to the best of their ability, relying on facts. Facts can be discovered and brought to light, or manipulated and distorted; the difference is consequential.
This is why university presses exist: to reveal and elucidate facts and bring us ever closer to truth, or at least the threshold of truth.
In our new, forthcoming title, Playfair: The True Story of the British Secret Agent Who Changed How We See the World, author Bruce Berkowitz reveals a journey to uncover a truth that is often hidden, opaque, distorted, refracted by lenses of luck, fate, and personal conflicts of interest.
William Playfair, when he is known today, is remembered as the inventor of âstatistical graphics,â including the line, bar, and pie charts that we still use regularly today (and built into Microsoft Excel). Heâs a sometime-hero of the Infogeek community. Edward Tufte cited him extensively in The Visual Display of Quantitative Information, and called Playfair one of the great inventors of modern graphical design, who created the âfirst time series using economic data.â (Tufte, Edward, The Visual Display of Quantitative Information, Graphics Press, 1983, 9, 32-34, 64-65, 91-92)
William Playfair also pioneered strategic analysis, essential to our understanding of todayâs world, and developed theories explaining international trade and investment while making contributions to important concepts like price indexes and measures of national power.
Yet Playfair is generally not well known, some of his contributions remain largely forgotten or ignored, and his reputation has suffered with characterizations by historians that he was a lightweight, flimflam artist, or worse.
As Berkowitz writes: âOne might say Playfair is the most famous man you have never heard of. He appears everywhere; he knows everyone. Time and again, heâs at the hinge point of history: the Industrial Revolution, the French Revolution, the founding of the United States, the birth of modern economics, the Age of Napoleon. Documents and artifacts link him to influential ideas and famous men. Heâs the Forrest Gump of his eraâexcept, unlike Gump, heâs brilliant, and, unlike Gump, heâs not just an accidental witness stumbling on the sceneâheâs shaping and driving events.â (Playfair: The True Story of the British Secret Agent Who Changed How We See the World, page 334)
Berkowitzâs marvelous book is as much detective story as biography, a history of Playfair, his exploits and inventions, as well as a history of how the facts and truth about Playfair have been obscured over time.
The booby trap pinning Playfair as a blunderer provides an illustrative example. Playfair apprenticed to James Watt, inventor of the steam engine, who is frequently quoted in articles about Playfair as claiming: âI must warn you, Playfair is a blunderer.â
The often-repeated quote makes an early appearance in James Watt and the Steam Engine, by Henry William Dickinson and Rhys Jenkins, first published in 1927. Statisticians Patricia Costigan-Eaves and Michael Macdonald-Ross wrote an influential article about Playfair in Statistical Sciences that repeated the quote. But an examination of the original source, Wattâs letters, finds that the quote is a misleading snippet of what is, in fact, Wattâs recommendation that Playfair receive a promotion: âI would recall Playfair who can do part of the business, & I think now you are at home you can contrive to gett him proper assistanceâI must warn you that Playfair is a blunderer but I dare say he will be assiduous and obedient and plain direction must be given him.â While the word âblundererâ sounds a bit damning, it was a frequent epithet employed by Watt, even to himself. (Playfair, 344)
Historian Randolph G. Adams said, âEach generation has to rewrite history for itself-and someÂtimes from the same sources used by previous generations.â (Romney, Rebecca and J.P. Romney, Printerâs Error: Irreverent Stories from Book History, Harper Collins, 2017, 284, quoting from Lawrence C. Wroth, Notes for Bibliophiles in the New-York Herald Tribune, 1937-1947, ed. Richard J. Ring, Ascencius Press, 2016, 128) Indeed, in Playfairâs case, the various misquotations, passages taken out of context, and even complete fabrications began to accumulate over time, taking on a life of their own, seeping into scholarship as well as popular media.
Another example uncovered by Berkowitz regards Playfairâs involvement in the first major political scandal in the newly formed United States. The so-called Scioto Affair was a land speculation gone bad involving Thomas Jefferson, Alexander Hamilton, and George Washington. One historian, Ephraim C. Dawes, largely pinned part of the scandal on Playfair. Berkowitz describes the historical puzzle as a bit like Akira Kurosawaâs famous samurai classic, RashĂ´mon, where the witnesses all believe and describe different versions of the same event. Berkowitz shows how Dawes, however, was the great-grandson of Manasseh Cutler, and used his version of the affair to clear his relativeâs name. A later historian, Theodore Thomas Belote, made Playfair the heavy, as a confidence man, embezzler, and schemer, without relying on historical evidence. Berkowitz uncovers the real story, however, by carefully analyzing original source documents, digging up existing transcriptions of letters that have disappeared, and discovering an unlikely source, a bilingual French schoolteacher who wrote her thesis and, later, a book published in French, about the tangled Scioto affair.
L.S. Stavrianos wrote, âEach generation must write its own history, not because past histories are untrue but because in a rapidly changing world new questions arise and new answers are needed.â (Stavrianos, L.S., Lifelines from Our Past: A New World History, M.E. Sharp, 2004, 13).
The most remarkable discovery in Playfair is how the author uncovers evidence that William Playfair diligently proposed, planned, and executed the first covert operation in history to collapse a nationâs economy. By printing vast amounts of counterfeit assignats, the paper currency France had adopted to pay for their government and wars, Playfair hoped to dismantle the French economy, in 1793, hindering the French revolution on behalf of the British.
Uncovering the true story was a challenge: Playfair never bragged about it, he never even mentioned it in his unpublished memoirs, and Playfair pioneered and employed elements of espionage âtradecraftâ often used today to hide his tracks. Berkowitz uncovered substantial evidence for the op during his journey of writing the book, including various documents and letters. Among them was Playfairâs original plan for the counterfeiting operation, written in his hand and dated March 1793, but lost until now, found among Playfairâs other correspondence to British Secretary of State for War Henry Dundas. Also among the evidence for the operation were physical specimens: three paper molds found at the Haughton Castle mill. Two of the molds were used for counterfeiting assignats, and a third used for making notes for Playfairâs Original Security Bank (a story in and of itself). Berkowitzâs book offers an amazing story of finding the molds, mislabeled and misplaced, in Newcastleâs Discovery Museum, as he describes, ââŚLike the last scene of Indiana Jones and Raiders of the Lost Ark: warehouse workers box the Ark of the Covenant, slot it into a vast sea of crates, and the credits roll as the artifact vanishes into the maw of a bureaucracyâ (Playfair, 240).
Berkowitz writes about the importance of examining original source documents when uncovering facts and revealing the elusive truth to a story: âTranscripts [and citations] usually donât include marginal notes, scribbles on the backs of documents, addresses, and postal markings, all of which can sometimes provide clues to piecing together a story. Besides, thereâs nothing like handling an actual artifact. Itâs a physical connection between you and the man youâre trying to figure outâ (Playfair, 239). For this reason, Playfairâs endnotes include references not only to the citation used but also, wherever possible, to the original source document.
Berkowitz writes: âAnalysis should also be cumulative. Everyone builds on othersâ work, adding information and insight along the way. (And, when necessary, making corrections.) Itâs all part of the process of creating knowledge. By making the source material easier to obtain, we hope to encourage others to follow up with their own researchâ (Playfair, 372).
The book has been an incredible journey, for the author and for our new, fledgling university press. We look forward to your comments and reaction.
Order from Amazon or from your favorite independent bookseller. George Mason University Press titles are distributed by University of Virginia Press and Longleaf Distribution.
This blog post is part of UP Week 2017: A Celebration of University Presses
The University Libraries, Mason Publishing,
and the University Bookstore present
Patricia Ferrell Donahue
Discussing her new book: Participation, Community, and Public Policy in a Virginia Suburb
Thursday, November 16
3:00-4:30 pm
Main Reading Room
Fenwick Library
Fairfax Campus
Participation, Community, and Public Policy in a Virginia Suburb challenges conventional wisdom about the nature of modern American communities. Through the story of Northern Virginiaâs Pimmit Hills, she finds many more types of activities shape a community, than just those few typically tracked by social scientists, such as volunteering. Communities are the sum of a wide variety of participationâpositive, negative, formal, informal, direct, and indirect. Pimmit Hillsâs rich history will be familiar to those who grew up in middle-class suburbs, while its proximity to Washington, D.C. makes its story unique.
Patricia Farrell Donahue received her M.A. in public policy from Georgetown University and Ph.D. in public policy from George Mason University. She is the 2014 Recipient of Masonâs Robert L. Fisher Award for Best Dissertation and Academic Achievement. She works as a senior policy analyst in the federal government, studying community and economic development, health, banking, defense, housing and other topics. She also serves as a Policy Fellow at Masonâs Schar School of Policy and Government.
Refreshments will be provided.
The Mason Author Series is co-sponsored by the University Bookstore.
Discovering and Developing Open Educational Resources for Your Courses
Wednesday, October 18, 2017
2:00 pm â 3:30 pm, Fenwick Library, Room 1009.
Open Educational Resources (OERs) include materials for teaching, learning, and research that may be freely used and repurposed by others, because they reside in the public domain or have been released under an intellectual property license (such as Creative Commons) that permits their use and reuse. The high costs of textbooks have led universities including Mason to advance OER adoption to reduce the cost of instruction for students, improve teaching and learning outcomes, and enable better opportunities for students through open access to quality educational resources.
Mason 4-VA, in collaboration with Mason Publishing in the University Libraries and the Office of Digital Learning in the Stearns Center for Teaching and Learning, has announced a call for proposals to encourage the use of OERs in innovative course redesign.
Competitive grants will be awarded ranging from $1000-$5000, depending on the nature of the work and the level of team collaboration. Larger amounts will be considered for projects that develop original materials. Courses targeted for the pilot include those with high enrollment numbers, are required courses for majors, count in the Mason Core, or carry high textbook costs. As part of this pilot project, Mason Publishing is assisting instructors in developing open textbooks and other open access materials.
Attendees will learn from teams who have successfully incorporated OERs in online and face-to-face classrooms. Participants will also learn about opportunities to develop textbooks and other materials with Mason Publishing, and how to identify and quality open textbooks as a replacement to higher cost textbooks.
The University Libraries, Mason Publishing,
and the University Bookstore present
Sam Lebovic
Discussing his book: Free Speech and Unfree News: The Paradox of Press Freedom in America
Thursday, October 4th
3:00-4:30 pm
Main Reading Room
Fenwick Library
Fairfax Campus
Does America have a free press? Many who answer yes appeal to First Amendment protections that shield the press from government censorship. But in this comprehensive history of American
press freedom as it has existed in theory, law, and practice, Sam Lebovic shows that, on its own, the right of free speech has been insufficient to guarantee a free press.
Winner of the prestigious 2017 Ellis W. Hawley Prize, Organization of American Historians.
Free Speech and Unfree News compels us to reexamine assumptions about what freedom of the press means in a democratic society.
Sam Lebovic is Assistant Professor of History at George Mason University, where he directs the Ph.D. program in History and serves as associate editor of the Journal of Social History. His research focuses on the history of American politics, culture, and media, and his essays and articles have been widely published. Lebovic teaches a wide range of subjects in modern American and global history, and he is currently researching the mid-century history of cultural globalization.
Refreshments will be provided.
The Mason Author Series is co-sponsored by the University Bookstore.
At Mason, we want to make your courses accessible to all students.  One way to do that is to reduce the costs of the textbooks and other educational materials you useâand University Libraries can help. We offer support for reducing the cost of textbooks and for making library-licensed e-content available to your students.  We’re also ready to help you discover, use or even develop and publish your own open educational resources.
So there are several ways to make educational resources affordable for your students:
Choose a textbook or articles where the library already offers free digital access. Â Place the item on ‘e-reserve‘ and then link to the item on your Blackboard site or include a link in your syllabus.
Choose an existing Open Educational Resource (see Finding OERs below).
Work with us to develop and publish an OER for your course(s). Contact Aaron McCollough at amccollo at gmu.edu to get started.
What are Open Educational Resources?
Open Educational Resources (OERs) are freely-accessible teaching, educational, and research materials that either exist in the public domain or are available to users via an intellectual property license that permits their free use and re-purposing. These resources include complete online courses, course materials, modules, textbooks, streaming videos, tests, assessment tools, and software. They provide people worldwide with access to quality education and the opportunity to share, use, and reuse knowledge.
In conjunction with Deep Web Technologies, University Libraries has developed a search engine that simultaneously queries a number of open educational resource sites. Â In addition to well-known OER repositories like OpenStax or Merlot II, our Metafinder also searches HathiTrust, DPLA,Internet Archive and other sites where valuable open educational materials may be found.
We’re still adding search targets but today our OER Metafinder searches sixteen sites in real time, returning the top 250 or so hits from each site–in seconds! Â Additional matches continue to trickle in as you begin examining your results.
The high costs of textbooks have led universities including Mason to advance OER adoption to reduce the cost of instruction for students, improve teaching and learning outcomes, and enable better opportunities for students through open access to quality educational resources.
Mason 4-VA, in collaboration with Mason Publishing in the University Libraries and the Office of Digital Learning in the Stearns Center for Teaching and Learning, has announced a call for proposals to encourage the use of OERs in innovative course redesign.
Competitive grants will be awarded ranging from $1000-$5000, depending on the nature of the work and the level of team collaboration. Larger amounts will be considered for projects that develop original materials. Courses targeted for the pilot include those with high enrollment numbers, are required courses for majors, count in the Mason Core, or carry high textbook costs. As part of this pilot project, Mason Publishing is assisting instructors in developing open textbooks and other open access materials.
The following Open Educational Resources (OER) collections include course content and textbooks you may use, re-purpose, and distribute for your teaching and learning needs. Learn more about high-quality open courses, educational resources, and OER advocacy by checking out the rest of the series below:
The following Open Educational Resources (OER) collections include open courses and MOOCs (Massive Open Online Courses) that you can take to supplement your curriculum or simply explore new subjects. Learn more about high-quality open educational resources and OER advocacy by checking out the rest of the series below:
This article originally appeared in the May 2017 issue of Choice magazine.
Note: Choice magazine’s annual University Press Forum offers the perspectives of University Press directors on a variety of topics. This year’s Forumâthe 13th in the seriesâaddresses the topic of Innovation at the University Press. Essays from eight University Press directors are included in this year’s Forum, including Bruce Austin, RIT Press; Courtney Burkholder, Texas Tech University Press; Faye Chadwell, Oregon State University Press; Steve Cohn, Duke University Press; Linda Manning, The University of Alabama Press; Gianna Mosser, Liz Hamilton, and Jane Bunker at Northwestern University Press; Mary Rose Muccie, Temple University Press; and yours truly.
John W. Warren
Head, Mason Publishing/George Mason University Press
One of the questions I frequently field, professionally speaking, is: âYouâre starting a new university press? I thought many presses are closing.â
As with many, if not most, things these days, perception does not perfectly correlate with reality. Despite the fact scholarly publishing is undergoing a period of change, turmoil, and reinvention, relatively few presses are closing. Many academic institutions continue to see the value in supporting a press and most, if not all, presses do a fair job of breaking even, coming close to breakeven, or generating a modest surplus. Press closures, or attempted press closures, however, receive an exceptional amount of press coverage, social media activity, and activist response from scholars, publishers, and others involved in the scholarly ecosystem. The establishment of a new press, on the other hand, frequently goes unnoticed, for reasons that are understandableâit usually takes a while to make any kind of impact and gain attention.
Although precise numbers are hard to come by, two areas that have grown over the past decade in terms of new presses appear to be academic library publishing and scholarly publishers in developing countries. My institution, George Mason University, provides an example. The University Libraries had been involved in various publishing services for several years, including dissertations and thesis services, scholarly communications, open access journals, and an institutional repository. There had also been a separate effort to establish a university press in the mid-1980s, through a partnership with the University Press of America, formally an imprint of Rowman & Littlefield. Subsequently, an initiative was started in 2007, under the aegis of Masonâs College of Humanities and Social Science, which published a handful of regional titles. In 2014, the University Libraries established a formal publishing program incorporating both library publishing services, under the imprint of Mason Publishing, and the George Mason University Press, to support the creation, dissemination, and curation of scholarly, creative, and educational works.
Our approach to this new publishing venture is as a start-up. Even though we were not exactly starting from scratch, there was no âlegacyâ operation to be concerned with (nor, unfortunately, a vibrant backlist to fund publishing efforts). The framework of a start-up provides an opportunity to define (or redefine) the priorities, strategies, and tactics to pursue.
As in any start-up, several questions need to be addressed, including but not limited to the following:
What is our organizationâs (library and university) vision/mission?
What are the interests, concerns, and expectations of our stakeholders (administration, staff, partners, funders, audience, etc.)?
How important is the pursuit of revenue/profit versus social good?
What opportunities exist for growth and innovation?
How can we add value and what contribution(s) do we want to make to the world?
As the start-up organization takes shape, itâs crucial to consider what the ideal composition and characteristics of the staff should be. For example, diversity is important and it should not just be âtokenâ diversity. A certain amount of âdevianceâ can be a good thing, but the right balance is critical. Itâs not important that everyone always agrees, but some people disagree with everything as a matter of practice. In a previous organization, a staff member routinely commented on every new idea: âIâve tried that before and it doesnât work.â The squeaky wheel gets the grease, but this may be someone you donât want to work with day after day. Within organizational ethics, positive conformity leads to innovation, experimentation, a change in organizational product or processes, such as continuous improvement and not accepting âwhat weâve always done around here.â
More specific questions relevant to a publishing start-up include the following:
What is the role and makeup of the advisory or editorial board?
What is the role of or focus on open access versus commercial sales?
What kind of books do we want to publish?
What kind of books do we not want to publish?
What other products will add value to our organization?
An important first step was to align our strategic priorities with those of George Mason University. This involved explicitly connecting our specific objectives and tactics with those of Masonâs 2014â2024 Strategic Plan, with the stated priorities and concerns of the Universityâs Provost, and with the University Librariesâ strategic plan. A few examples that have informed the objectives of our press include Masonâs strategic focus on innovative learning, access, and diversity; creating learning partnerships that emphasize innovation and collaboration; contributing to the cultural vitality of our community through regional partnerships; engaging students in research; supporting excellence in teaching and scholarship; focusing on multidisciplinary research; and elevating research of consequence.
Some of the ways these strategic goals translate into our publishing priorities include increasing the number of student and faculty led journals, particularly those focused on multidisciplinary research; providing increased training and editorial services to these journals; and leveraging our journals platform (Open Journals Systems) for conference proceedings and course use. For example, we approached Masonâs Center for Teaching and Faculty Excellence, proposing a partnership to publish abstracts, presentations, and papers for the annual Innovations in Teaching and Learning Conference, none of which had previously been archived. We are working with an English Composition professor to utilize OJS for peer review of student work in her course, an application that is generating interest among other faculty. We have also reached out to the larger scholarly community by helping to host and publish the papers of the Open Scholarship Initiative conference, a global collaborative effort between all major stakeholders in scholarly publishing to improve the future of how research information gets published, shared, and accessed.
We sought to increase partnerships for faculty collaboration and opportunities for publishing student research by partnering with the Provost Office and Mason Online, Masonâs Office of Digital Learning, to promote the development and publishing of open educational resources (OERs) on campus. Our pilot project is focused on innovative course redesign that reconsiders the materials currently used with the intent purpose to integrate digital materials, with the aim of reducing the cost of instruction for students, improving teaching and learning outcomes, and increasing economic opportunities through open access to quality educational resources. While not a revenue opportunity, this effort adds value to the university by publishing faculty workbooks, open textbooks, and other publications that can be used as OERs both at Mason and beyond.
And yes, we are looking forward to publishing a few scholarly books this fall that will make meaningful contributions to their fields (and, I hope, begin to build a backlist). Another important goal of our press, and we are certainly not alone in this, is to consider and start planning digital opportunities from the very genesis of a new projectânot as an afterthought. Meanwhile, we need to continue to seek additional sources of funding for Press projectsâsubventions, grants, donors, crowdsourcingâand develop a revenue stream that sustains a growing Press publishing program.
Longer term, we plan to implement a rich media journals publishing platform (i.e., Vega, in development at the University of West Virginia) that will support digital research and publications that include multimedia, data, and interactive aspects. Digital humanities are an established strength at Mason, and we aspire to support publication of this innovative research in its diverse forms. This approach underscores the importance of partnerships with other departments in the libraries and centers in the university. These include the Roy Rosenzweig Center for History and New Media, innovative faculty in the English and Rhetoric department, faculty in game design, and others. Our staff is contributing to the development of a new digital scholarship center and a new scholarly production lab within the library.
Several principles help drive innovation and creativity, whether in a start-up or established organization. These include fostering an attitude of openness, of seeking diversity, of being open to criticism and not being afraid to make mistakes, looking for ideas everywhere, identifying hidden talents among staff, and instilling a drive to keep growing and learning. As important as trying new ideas is to jettison the ones that are not working or are no longer adding value to the organization.
Itâs also important to ask yourself frequently, âWhat kind of leader am I? What kind of leader do I want to become?â I like to use the phrase âexperiment with intentââmeaning itâs great to experiment and try new things, but have a reason for it, such as what you can learn from the experience, even if the results donât turn out as well as you hope. Assign important projects to staff, establish stretch goals, deliver feedback that is relevant, review the results, debrief staff, and articulate the business or social implications.
Our quest is to redefine what it means to be a scholarly publisher, to find new ways to tell stories and connect with readers, and to make an impact on the future. As Henry David Thoreau said, âBe not simply goodâbe good for something.â