At last count, two dozen university presses will have booths or tables at Book Expo America, the annual trade show for the publishing industry, held this week in New York City at the Jacob Javits Convention Center (“Home of the Surprisingly Expensive Hot Dog”). By the time this column appears I will be on a long march through exhibit hall, foraging for the next season’s readings.
In advance of the expedition, I got in touch with each of the listed university presses to ask some questions about how things are going in a publishing environment that is, putting it euphemistically, ever more challenging. About two thirds of them responded to all or most of my questionnaire. In years past, I recall seeing some of the less-known university presses at Book Expo, but fewer of them in recent years; now those in attendance are, for the most part, the well-established places. It's too bad. It's also understandable. The hot dogs are the least of it. The booths are expensive, then they charge for the chairs, and if you want to ship the display copies back home, it'll cost you don't want to know. A lot to gamble on the off-chance that Charlie Rose's producer discovers one of your crossover titles.
Without making any undue claims for the rigor of this survey -- the methodology of which consisted of checking my e-mail every few minutes -- I’d say that the answers give a rough picture of how some university presses are adapting to the new normal.
The obvious question was whether the past year had been one of recovery. Or was “flat [still] the new up,” as the saying from the mid-‘00s had it? (That is, if sales haven’t dropped, you’re actually doing pretty well. See also the blues lyric “Been down so long, it looks like up to me” might be more fitting.) And what effect, if any, did the Borders bankruptcy have?
Out of the 15 university presses that responded to my questions, a dozen presses answered the question about recent business. Five of them said sales were up; another five, that they were flat. At one university press, sales projections had been “on target” – a discreet semi-answer -- while another reported that the year had been satisfactory apart from “a fall [in sales] on the backlist, which is worrying.”
Everyone misses Borders, but you don't hear any sobbing. Few presses noticed much impact on their business. “Borders was a great customer for our American history titles,” recalls Mark Saunders, assistant director of University of Virginia Press, “but their business had declined several years before they closed.” Consumers of scholarly titles continued to buy them -- just through other vendors.
“The closing of Borders did not have a significant impact on our revenue,” said Laura Waldron, marketing director at University of Pennsylvania Press. “Barnes & Noble has always been a much better bookselling partner for us.”
Susan Donnelly, sales and marketing director at Harvard University Press, wondered if the closing of Borders hadn’t created “some change in the way the average book buyer thought about bookstores and their importance to the community.... I would like to think so, would like to believe that people thought that bookstores were necessary.”
A good point. And just the question inspiring the effort to come up with a new sort of bookstore, as considered here two weeks ago.
What about e-books? Trade publishers have taken to the new format in a big way, and lots of e-book-only “presses” have emerged to exploit the market. (And “exploit” is the right word for it, in some cases. A number of skeezy enterprises simply repackage public-domain material – some of it of scholarly interest -- that is already freely available in digital format. Caveat lector.)
So it is undeniably growing readership -- and I'm finding that more and more scholarly titles of personal interest (up to half of them) are available for e-reader. The e-book format also has potential side-benefits for academic publishing. The “read a free sample” option, for example, often proves helpful in deciding whether to buy a hard copy of a book, or look for it at the library.
How many presses had e-books on their lists? What share of revenue did they bring in? And if a press hadn’t gone into e-publishing, was it a matter of some reservation about the format – or was there just a roadblock, institutional or technological?
The latter question proved moot. A dozen presses answered this set of questions. All were offering e-books. Three had just started doing so, and could not venture a guess about the effect on sales. Of the nine presses that did have the numbers on hand, five said that e-books now accounted for 10 percent of their revenue, give or take a little. Figures for the rest ranged from 2 to 7 percent.
Carey C. Newman, director Baylor University Press, said that he and his colleagues “have decided to leave it [e-book income] a zero in the budget until we can get a good track on it.” But caution is not skepticism: “We are expecting sales from e-books to be a nice fat number [over] this next year.”
Circulating each season’s catalog as a PDF ought to spare the cash-strapped university press the expense and hassle of printing and mailing it out. Likewise with the prepublication copies of new book sent out to reporters and reviewers. A few clicks of the keyboard and it’s done.
But such cost-cutting measures work if and only if the intended audience goes along with the change. Here we see the effect of what social scientists used to call “cultural lag.” An awful lot of us still want these things on paper. One day, when we are dead, the publicists can do everything from their laptops. Until then, a catalog must be delivered the old-fashioned way. Reviewing a book that arrives in PDF is possible, but no joy, and something to do only in a pinch.
Thirteen presses responded to my inquiry about this aspect of their business. All report that they offer both print and PDF catalogs. None suggested this arrangement was likely to change any time soon, although at least one sounded ready to let the print edition go as soon as possible. (Fear not: mortality will thin the herd of resisters soon enough.)
The situation with advance copies is broadly similar. Everyone still produces bound galleys, and almost everyone makes e-galleys available. The one exception, University of Pennsylvania Press, expects to offer them soon.
Jessica Pellien, assistant director of publicity for Princeton University Press, is enthusiastic about the ability to customize digital catalogs for specific disciplines or constituencies. She’s enjoyed “pulling out all the math titles for example and emailing that to our math media contacts,” she says, “or all the bird and natural history titles for our bird-blogging friends. I think it allows these contacts to immediately see the books that they are interested in without having to page past a bunch of other titles." It also means she can go anti-specialist when appropriate, “picking out the trade and academic trade titles for general media who are unlikely to review our more specialized books.” But while targeted digital catalogs are "essential for the way we work now,” Pellien says she “can’t imagine walking into a media meeting without a print catalog. So I hope we always have that.”
Susan McIntosh, marketing director for McGill-Queens University Press, calls the print version of their catalog “less of a sales tool [than] a general promotion tool for the press,” since it expresses the press’s "overall commitment to good publishing design.”
As for e-galleys, most respondents indicate that they are provided if a special request is made. “Typically, only urgent requests are done this way” at Indiana University Press, says Mandy Clarke, its trade marketing and publicity manager, “and even then, reviewers want the hard copy mailed. I have heard from a limited number of large review publications that they will be making the switch to e-galleys though.”
Colleen Lanick, publicity director at MIT Press, says that for the past few seasons e-galleys have been an option on the checklist sent out to reviewers over the past few seasons. (I recall seeing one or two other publishers doing so as well.)
New York University Press “will begin offering e-galleys for a select few of our spring and fall titles,” says Betsy C. Steve, a publicist there. “I find that a majority of reviewers and reporters still prefer receiving a hard copy, but enough are starting to request e-galleys and even e-books that we needed to start offering them as an option for our titles. Overseas reviewers are definitely the friendliest to e-galleys, as they eliminate the delays international shipping can sometimes create."
Not all that long ago, hardy pioneers at a few university presses first drove their covered wagons into the wild frontier of the blogosphere. It’s hard to remember how adventurous it all once seemed, how new and risky. The challenge today, rather, would be to find a university press (any sort of press, really) that doesn’t have a blog. Every press responding to my questionnaire had one. I asked how they were generating content, and what they did to promote it. The easiest thing in the world, after all, is to establish a blog, while tending it and finding readers is another story.
Michael Roux, publicity manager for University of Illinois Press, says that three to five items a week go up on the press’s blog, including “author opinion pieces, author Q&As, book announcements, and links to recent reviews, radio/TV interviews, and publishing news.” That list covers the range of content sources identified by the other presses that responded. It is a considerable improvement on the situation a few years ago, when many blog posts were hard to distinguish from catalog listings. Jodi Narde, e-marketing and social media specialist at NYU Press, says the press’s blog “very rarely [has] any marketing-type material” in its posts.
It’s a good policy, and one that others have developed on their own. “We’re doing our best not to be too formulaic about what we post and how we post it,” says Kate O’Brien-Nicholson, marketing director for Fordham University Press. “Obviously, book launches, events, anniversaries, positive press, etc. etc. etc., can be and are shared on the blog but we also try to make connections and provide context that we believe a reader might find interesting.”
Brendan Coyne, exhibits and awards manager at Johns Hopkins University Press, describes a publishing schedule approximating that of a regular periodical. “We carry posts written by our authors every Wednesday,” he says, in addition to two monthly features: The Doctor Is In, which consists of “posts by the doctors who write our consumer health titles,” and Wild Thing, “a look at the natural world around us” by Hopkins authors. A department called Over the Transom “gives brief overviews of different parts of the publishing process,” while Tales from the Assistant's Desk offers “commentary from the perspective of an acquisitions assistant.”
Meredith Howard, publicist for Columbia University Press, says that the blog runs multiple posts per day, including “the occasional shout out to our fellow UPs.”
It’s clear that being a powerhouse in this venue involves posting in both quantity and quality – as well as learning to incorporate platforms as they become available. Laura Sell, publicist at Duke University Press, mentions taking advantage of the graphics-friendly capabilities of a Tumblr blog, “where we feature short excerpts from our books and journals and display interior art from our titles to a visually-oriented audience.”
Carrie Olivia Adams, publicity manager for University of Chicago Press, runs through an overwhelming array of the tools now in use to make Chicago titles more visible, including an individual Facebook page “for each of our trade titles,” used “mainly for announcing author events and linking to review clips.” The box on the right-hand side of The Chicago Blog is a switchboard for making contact with some of the press's content-churning efforts, though not all of them.
She admits that it is difficult to assess the results of all the multifront experimentation. Even so, “we definitely think the online conversation is one worth being a part of, and it engages us with many savvy readers.”
And engaging savvy readers is, of course, what it’s all about.
Thanks to everyone who responded to my inquiries, and sorry not to have incorporated all of the interesting replies. See you at Book Expo.
For all that they are seen as bastions of knowledge and unfettered flow of information, colleges and universities are not typically known for welcoming rigorous scrutiny of themselves. They often have love-hate relationships with the journalists who cover them.
So imagine my surprise in 2002 when R. Dean Mills, dean of the University of Missouri’s Journalism School, asked me, an investigative reporter on its faculty, to write an institutional history of the school, the world’s first and arguably best, to commemorate its centennial.
The offer felt like an attractive one -- he agreed to pay a sum commensurate with what a New York City book publisher would pay for a trade title found in the country’s major bookstores, and had lined up the University of Missouri Press, a first-rate academic press, to publish it. Still, I said no -- I was under contract to write a trade book, I did not think I could handle a second book project at the same time, and the idea of an institutional history sounded potentially boring. But the dean demonstrated persistence. Each month that passed, the money became increasingly appealing, in part because my advance from the trade publisher had long since run out.
I was sure, though, that my unshakeable demand -- complete editorial independence – would cause the dean to draw back. I was wrong. When he agreed to that condition, I said yes, despite my reservations.
You have it right: Mills chose the person most experienced at unearthing skeletons, digging up dirt, (substitute your own cliché, if you like), to tell his institution’s history. Was he crazy, or gutsy, or what?
Protected by my written promise of complete editorial independence, I began digging -- er, researching. What happened over the next five years surprised me, a veteran of seven trade books, over and over.
Surprise Number One: The secrets hidden in archives. As an investigative reporter, I am accustomed to being stonewalled when I seek information from government agencies, private sector corporations and even not-for-profits such as charities. Yes, I had used archives before, so I grasped their importance. That said, what I found at the University of Missouri archives astounded me at times. The dedicated, skilled archivists delivered box after box to the table where I was taking notes. They never withheld folders, never inquired about my motives, never complained about the voluminous nature of my requests.
Inside the boxes I found revealing information about journalism school programs (including budget increases and cuts) as well as documents about faculty, staff and students, many of them still living. Negotiations preceding faculty hires, disciplinary panels, tenure and promotion applications and votes – all there for my consumption.
Surprise Number Two: The prickly questions of self-censorship I faced. Access to sensitive files meant potential invasions of privacy if I decided to publish what I found. As an investigative reporter writing in the omniscient third person, I worry about invasions of privacy infrequently. A story important to a broad readership must usually trump concern about an individual. That formulation might sound heartless, but those uncomfortable with it should never become investigative reporters.
I felt differently as the chronicler of the journalism school’s history. My name would appear as author, but I did not consider the book so much “mine” as I did “ours,” with me representing current and former faculty, staff and students. I understood from the start that lots of folks constituting “ours” wanted me to produce an upbeat centennial history rather than an expose. As a result, I discussed only the tenure and promotion controversies necessary to document themes, such as the troubles faculty at what is partly a vocational school encounter when being judged for tenure/promotion by a campus-wide committee of Ph.D.s in biology, physics and history.
Not all the self-censorship puzzlements arose from archival material. For example, I knew from my decades at the school of faculty on faculty extramarital affairs; faculty on staff extramarital affairs; and faculty members who began romantic liaisons with students. How to handle those, especially because at least a few affected the educational atmosphere within the school? I considered writing about the impact of some affairs without naming names. But that would have violated my personal ban on anonymous sources and subjects. Furthermore, failing to name names would have cast a shadow on the uninvolved. For better or worse (probably worse), I omitted all such sexual liaisons from the book, except for rumors involving the founding dean and a student, rumors that had been published previously. That student became a faculty member, as well as the dean’s second wife after he spent years as a widower.
Surprise Number Three: Examining my biases. I arrived at the University of Missouri in 1966 as a student. I graduated from the journalism school in 1970. In 1978, I joined the faculty, eventually became a full professor with tenure, and continue to teach there part-time. That means for more than 40 years I have known many of the people mentioned in the book. I never pretended to put aside all biases. I devote more paragraphs than some other author might to my mentors. I devote more paragraphs than other authors would to Investigative Reporters and Editors, a professional group with headquarters at the journalism school; I served as executive director of IRE from 1983-1990, and still serve as an editor on IRE’s magazine. I did my best to avoid score settling, but probably failed to erase or even hide all my negative reactions to certain individuals. In the preface, I warn readers: “When I possess firsthand knowledge of people and occurrences, I have allowed that knowledge to inform the narrative. I am acutely aware that my firsthand knowledge is open to interpretation by others with different values and vantage points.”
Surprise Number Four: The dilemmas of context. The journalism school has been home to ugly episodes of racism, sexism, religious intolerance, homophobia and ageism. I worried about slamming the journalism school for such behavior when the same ugliness permeated the entire university (the first African-American faculty member did not arrive until 1969), city, county, state and nation. I eventually decided to cover a few of the most significant ugly incidents in depth, and omit the rest.
Well, the book is generally available now (press.umsystem.edu). Its main title is The Journalism of Humanity, part of a quotation from the founding dean Walter Williams, who, by the way, never attended college but eventually became the University of Missouri’s president. The subtitle is “A Candid History of the World’s First Journalism School.” I believe the word “candid” is accurate, despite what I omitted.
It can be a frightening time to be in the publishing business. The economic mechanisms that support the reproduction and distribution of information in print have been disrupted by the economics of digital media. The newspaper industry provides just one example. As Eric Alterman pointed out in a recent New Yorker article, “In the Internet Age,… no one has figured out how to rescue the newspaper in the United States or abroad.” Print circulation is at its lowest level since records have been kept and online revenue from advertising and subscriptions are nowhere close to making up for those declines. It is well known that journals and scholarly presses are also struggling to adapt their business models.
At the same time that established publishing organizations are struggling, more and more academics and academic organizations are attempting to enter digital publishing. They are digitizing new content daily, developing new software tools, and collecting new data. Naturally, the creators of these online academic resources (OARs) wish to make them broadly available and to ensure their continued availability and currency.
These new digital resources have generally been created from one-time grant funding or short-term commitments of resources. However, unlike a printed book, digital resources require continued investment. The software systems and platforms on which they depend must be upgraded and kept current. It is the nature of digital resources to be continually growing and changing, attracting new content, and rapidly cycling through revisions and additions.
Increasingly, therefore, foundations, government agencies and universities are asking where they will find the recurring funding to sustain these online resources over time. They are requiring the leaders of such projects to develop sustainability plans that include ongoing sources of revenue; in short, they are looking for academics to act as publishing entrepreneurs. Success in such endeavors requires entrepreneurial expertise and discipline, but in our experience at Ithaka, few OAR projects employ fundamental principles of project planning and management. Why don’t they?
What we have observed is that deep cultural differences separate the scholarly mindset from the mindset of the e-entrepreneur. Most people overseeing online academic resources are scholars, raised in the academy, accustomed to its collegial culture and deliberative pace, shielded from traditional market forces. However, the rapid changes and ruthless competitive landscape of the Internet require a different mindset. The challenge for a successful OAR project leader is to marry the scholarly values essential to the project’s intellectual integrity with the entrepreneurial values necessary for its survival in the Internet economy.
To assist project leaders in successfully managing digital enterprises, Ithaka embarked on a project to study the major challenges to the sustainability of these online academic resources. Working with support from the Joint Information Systems Committee and the Strategic Content Alliance, we interviewed a range of people both in the academy and industry. During that effort, the fruits of which were published last week, we identified several aspects of the entrepreneurial approach that seem particularly important to creating sustainable digital projects:
1. Grants are for start-up, not sustainability. Most often, project leaders should regard initial funding as precisely that -- start-up funding to help the project develop other reliable, recurring and diverse sources of support. The prevailing assumption that there will be a new influx of grant funding when the existing round runs out is counter-productive to building a sustainable approach. There are exceptions to this assertion -- for example, if a grantee offers a service that is vital to a foundation’s mission or is exclusively serving an important programmatic focus of the funder -- but these cases are unusual.
2. Cost recovery is not sufficient: growth is necessary. Project leaders need to adopt a broader definition of “sustainability” that encompasses more than covering operating costs. The Web environment is evolving rapidly and relentlessly. It is incorrect to assume that, once the initial digitization effort is finished and content is up on the Web, the costs of maintaining a resource will drop to zero or nearly zero. Projects need to generate surplus revenue for ongoing reinvestment in their content and/or technology if they are to thrive.
3. Value is determined by impact. OAR project leaders tend to underestimate the importance of thinking about demand and impact and the connections between those elements and support from key stake holders. The scholarly reluctance to think in terms of “marketing” is a formula for invisibility on the Internet. Without a strategic understanding of the market place, it is only through serendipity that a resource will attract users and have an impact on a significant population or field of academic endeavor. And of course, attracting users is essential for garnering support from a variety of stake holders: host universities, philanthropies and government agencies, corporate sponsors and advertisers. The most promising and successful online resource projects are demand driven and strive for visibility, traffic and impact.
4. Projects should think in terms of building scale through partnerships, collaborations, mergers and even acquisitions. Project leaders need to consider a range of options for long-term governance. Start-ups in the private sector, for example, aim for independent profitability but they also consider it a success to merge with complementary businesses or to sell their companies to a larger enterprise with the means to carry those assets forward. Not-for-profit projects should think similarly about their options and pursue different forms of sustainability based on their particular strengths, their competition, and their spheres of activity. Given the high fixed costs of the online environment, collaborations and mergers are critical for helping single online academic resource projects keep their costs down and improve chances for sustainability.
5. In a competitive world, strategic planning is imperative. In the highly competitive environment of the Web, project leaders must embrace the best operating practices of their competitors -- a group that includes commercial enterprises -- for mindshare and resources. That means they will have to act strategically, develop marketing plans, seek out strategic partnerships, understand their competitive environment, and identify and measure themselves against clear goals and objectives for how they will accomplish their missions successfully and affordably. An academic disdain for “commercialism” can doom many a promising scholarly project to failure on the Internet.
Historically, academic projects have been shielded from commercial pressures, in part by funders, but mainly because their economic environment operated independently from other areas of commerce. This separation between the “academic” and “commercial” economies is no longer meaningful. The project leaders that are most likely to succeed in today’s digital environment are those who can operate successfully under the pressures of competition and accountability, and in the messiness of innovation and continual reinvention.
6. Flexibility, nimbleness, and responsiveness are key. OARs need to develop the capability for rapid cycles of experimentation (“fail early and often”), rather than spending years attempting to build the optimal resource in isolation from the market. Unfortunately, many OARs are structurally set up to do the latter – their grants commit them to promised courses of action for several years and tie them to specific deliverables. Leaders of online academic resources may not realize that many funders would prefer nimbleness if it means that the OARs will have a greater impact. Funders, for their part, must recognize that multi-year plans need to be highly flexible to allow for adaptation to new developments in technology and the marketplace.
7. Dedicated and fully accountable leadership is essential. Running a start-up – and developing an online academic resource is running a start-up – is a full-time job requiring full-time leadership. The “principal investigator” model, in which an individual divides her time among a variety of research grants, teaching assignments, and other responsibilities, is not conducive to entrepreneurial success. New initiatives aiming for sustainability require fully dedicated, fully invested, and intensely focused leadership. If a principal investigator cannot provide it, he or she will have to retain a very capable person who can.
If new digital academic resources are going to survive in the increasingly competitive online environment, the academy needs a better understanding of the challenges of managing what are essentially digital publishing enterprises. Leaders and supporters of these projects must orient themselves to an entrepreneurial mindset and embrace principles of effective management. If they are unable to do that, important resources serving smaller scholarly disciplines will disappear, leaving only those projects that are commercially viable.
Kevin M. Guthrie
Kevin M. Guthrie is president of Ithaka, a nonprofit organization with a mission to accelerate the productive uses of information technologies for higher education. From 1995 to 2003, he was the founding president of JSTOR.
Lynn Worsham, editor of JAC, a quarterly journal of rhetoric, writing, culture, and politics, recently wrote a helpful essay offering suggestions to professors to help them navigate the peer review process and have articles published in their field. It was so helpful, in fact, that I passed it out to our students who are thinking about one day entering into the disciplinary conversation. However, what I found missing from it was what we professors would like to see from editors and peer reviewers. As we are expected to follow some written and unwritten rules, editors and readers should be reminded of a few ideas, as well.
First, most professors I talk to about this issue complain a good deal about the amount of time it takes for them to hear back from editors and readers. Many of us know that the problem often lies in the hands of the peer reviewers, as we have been readers at one time or another ourselves. However, when we are the readers, we seem to forget about the professors at the other end of the submission process, so it only bothers us when we are the ones doing the submitting. There are times, though, where editors and readers are simply not holding up their end of the bargain by returning a decision in a timely fashion. If professors wait over a year for a response, their progress toward tenure is severely affected, especially if they actually honor some journals’ requests for not submitting the same article to various journals simultaneously.
What can make this matter even worse is when professors have to keep track of which journals have responded to the articles they’ve submitted so that they can remind the editor of the submissions. I have encountered and heard stories of editors simply ignoring e-mail queries about where one’s manuscript is in the process. Time that we have to take to investigate where we stand in the process is time away from the research we should be doing to keep up with our discipline.
Next, editors should also follow the rules that they set for us writers. For those journals that still require hard copies of submissions, a self-addressed stamped envelope is almost always requested (and should be sent anyway, as most professors know, though some choose to ignore that knowledge). However, I have had several journals send rejection notices via e-mail and keep the stamped envelope. This practice is a minor inconvenience, of course, especially for those of us who do not have to pay our own postage. However, for graduate students and part-time faculty, those mailing expenses can add up, and every stamp that is not used simply adds to the cost of submission. Just as professors’ not numbering pages correctly or not quite following the correct formatting is a reflection of their inattention to details, editors’ not following their own rules reflects poorly on the journal and its staff.
The last and most important issue when it comes to editors’ and readers’ responses to professors, though, is the tone of the response. Those of us who are engaged in academic discourse know that readers will disagree with our arguments, and we know that editors will decide, for whatever reason, that our submissions should not be published in their journals. However, that does not give them license to insult either our work or us. In speaking to friends and colleagues, we all have horror stories about responses from editors and readers that are nothing more than ad hominem attacks or a dismissal of ideas because of the readers’ particular view of a work.
This type of response can be especially problematic for graduate students and professors just beginning in a field. When I was in graduate school, I submitted an essay on Edith Wharton to a journal. The essay was the best one I had ever written, as far as I could tell, and I was eager to begin participating in what I hoped would be my future discipline. I attended a college, though, where professors never discussed publishing, so I had no knowledge of it before I entered graduate school. Not surprisingly, the journal turned down the essay and rightly so, as it was certainly not the caliber of writing that editors should expect. However, the response has stuck with me for years, as the reader simply wrote, “This is a good essay, for an undergraduate.” When I tell that to most people, they are surprised that I stayed in the profession and that I ever submitted anything again.
As professors we are not afraid of a healthy debate about ideas, and we seek honest feedback on our work. However, insults, whether directed at those ideas or at us personally, have no place in the critical debate. We would never allow our students to write essays using some of the responses I have seen from readers, nor would we write those comments on our students’ papers. Instead, we would tell them to focus on the ideas of the critics, as we focus on the ideas our students present in their essays. We put aside our personal feelings about the students and try to truly engage the ideas in and of themselves.
What professors truly want is constructive feedback that will make them better writers, thinkers and researchers. If, especially in our early days, we have somehow overlooked a seminal work (or a work that a reader at least believes is seminal), or have faulty logic, then, please, tell us so, but do so in an effort to make us and, therefore, the discipline, stronger.
I have had several wonderful editors help me take an article that was not fully formed and change it into one that they and I could be proud of, simply by asking a few questions or making one or two truly helpful suggestions. One editor simply suggested looking at two or three sources; only one of them turned out to be helpful, but that one led me to turn a few-page opinion piece into a full-length article that went beyond a scope I could have imagined. When I submitted a book manuscript to a university press, I received a rejection letter that was a page and a half long, and, to be honest, it stung. However, after reflecting on the comments, I revised the manuscript, adding enough material to lengthen it by a third, then had another press pick it up.
We do not expect to be coddled, but we do expect to be treated decently and to have our efforts dealt with respectfully. In the same way that editors and readers wish to be treated as professionals who have guidelines that writers should follow, so, too, do professors wish to be treated as ones who are trying to make a contribution to our disciplines.
Kevin Brown is an associate professor of English at Lee University. His forthcoming book, They Love to Tell the Stories: Five Contemporary Novelists Take on the Gospels (Kennesaw State University Press), will be published this year.
The internment of Japanese Americans in World War II remains a shameful episode in American history. In From Concentration Camp to Campus: Japanese American Students and World War II (University of Illinois Press), Allan W. Austin focuses on a positive event during the internments. More than 4,000 college students were allowed to leave the camps to enroll in colleges -- provided that the colleges would accept them and were not on the West Coast.
Can professors nationwide band together to battle the clout of Texas school boards? One professor, fed up with the influence of Texas educators on children's knowledge of sex and science, is trying to find out.
Sean G. Massey, the professor, got angry last fall, as he was reading about the latest skirmishes between textbook publishers and Texas school officials.