Preparing our students to publish: Lessons learned

Doctoral students' inexperience in publication writing poses a challenge to higher education faculties. The approach detailed here to collegial writing—professors and students working as colleagues—offers one response. The assumptions guiding the course are followed by an elaboration of its key structuring components. The article concludes with a discussion of five lessons essential to the replication of a similar publication writing workshop in other settings. Among them are adopting a process model, electing a nontraditional course mode, employing cooperative learning as the dominant strategy, and drawing on schoolwide faculty to broaden perspectives on publication.Margo A. Figgins, Assistant Professor of English Education at the University of Virginia, directs the University's Young Writers Workshop, co-directs the Central Virginia Writing Project and, as a poet, works with Virginia students and teachers through the state's Artists-in-Education program.Harold J. Burbach is Associate Professor of Education at the University of Virginia.     

The measurement of change in the rate of return to education: 1967–75

The purpose of this article is to measure the change in the rate of return to education. The improvement over previous studies is in the use of longitudinal data to control for the changing composition of the educational groups. With the expansion of the stock of educated individuals, the characteristics of workers with different levels of education have changed dramatically. When sufficient control is made for individual difference, one can no longer reject the hypothesis that the rate of return to education, and more specifically a college education, has remained unchanged over the period 1967–1975. The observed change in the ratio of the aggregate wages for college and high school graduates is largely a result of changes in the membership of these two groups.