Episode #230

[Co-Authoring Series] Publishing With Students

In this next segment of the co-authoring series, I address common thoughts and problems academics have when writing with students. Working with students is a learning process, a part of the professorship that no one teaches you how to do. The guidelines for co-authoring with students are the same as for co-authoring with colleagues. The main difference is the teaching and mentorship elements, which can complicate the project.

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Co-authoring with mentees or students offers many opportunities but also comes with many challenges. In this episode, I review the top reasons academics say co-authoring with students slows their pipeline. I advise navigating these obstacles to create a positive experience for you and your students. I also outline the importance of teaching how to write an article.

If you are co-authoring with a student and frustrated with the project, this episode is for you!

Reasons Why Co-Authoring with a Student(s) Can Clog Your Pipeline

#1 The project took so much time and work – I have to publish it.

Mentorship, a cornerstone of academia, is a significant investment of time and energy. The ultimate reward for academics in this relationship is the publication. However, it’s important to note that some students may not share this priority. Understanding and respecting their career goals is a crucial aspect of effective mentorship.

Strategy: You don’t have to publish everything, especially if the project doesn’t fit your academic mission statement. Letting go of something that doesn’t align with your brand is okay. Students who don’t want to work in academia after graduation might not want to publish. Respecting and understanding their career priorities is an integral part of mentorship.

#2 Writing from scratch is easier than editing the student’s work.

As a more experienced academic writer, it’s natural that your students’ drafts may not initially meet publication standards. However, your guidance and expertise can significantly improve their work. While excessive editing can be time-consuming, it’s a valuable investment in their learning process.

Strategy: You have to decide the purpose of the project. If the goal is to teach students how to write and publish an article, you must work through the editing process.

Teaching Students How to Write an Article

Many mentors overlook teaching students how to write an academic article. It is a niche writing category that takes time and experience to master. Here are some tips to help guide your student co-authors.

Make How to Write an Article in 12 Weeks required reading.
Have students read and review three published articles similar to your current project.
Have students read and review an article from the target journal.
Show students how to break projects into tasks.
Give a behind-the-scenes look at crafting article structure and time and project management.

“I want to acknowledge that co-authoring with students is another part of the professor job that no one teaches you how to do. I see it as an extension of your research, writing, teaching, and mentoring. So whenever you write with a student you have your researcher’s hat on and you’re also wearing your teacher’s hat and your mentoring hat and that makes it especially complicated.”

“Spending time in your own professional development around writing will only help you write with other people. If a paper has a bunch of co-authors who really have no idea how to organize themselves, of course it is going to be delayed, of course it is going to feel fraught. But if at least one of those people have really worked on time management and project management and understanding themselves as writers and developing self compassion and self trust then you are going to be much more successful as a group or as a pair writing something.”

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