Learning through Peer Reviewing and Publishing in the Pi Sigma Alpha Undergraduate Journal of Politics: Twenty Years Later

Abstract

The Pi Sigma Alpha Undergraduate Journal of Politics (PSAJ), sponsored by the Pi Sigma Alpha National Honor Society, was founded in 2001 at Purdue University. After 20 years, much has changed in undergraduate research and publishing, but the benefits of producing a peer-reviewed journal remain the same. Undergraduate research has increased in prominence, and the journal has modernized to meet these transformations. This article describes the history, purpose, and operations of the PSAJ. Most important, a survey of former Editorial Board members, Pi Sigma Alpha Faculty Chapter Advisors, and published authors in the journal reveal attitudes toward operating an undergraduate journal, using undergraduate research in the college classroom, and publishing in a peer-reviewed journal, respectively. We conclude with calls to continue to encourage undergraduate research and to assign published undergraduate research in upper-level courses.

Choosing Reviewers: Predictors of Undergraduate Manuscript Evaluations

“…Previous studies have shown that experience produces more critical peer reviewers (Nylenna, Riis, and Karlsson 1994). This is consistent with responses from former editorial board members who, when asked to describe their experience, stated that their tenure aided in their discussion and analytical skills and motivated some to create their own research and to enter academia (Walker et al 2021).…”

“…As acknowledged by political science departments and academic conferences, undergraduate research plays an increasingly critical role in the political science discipline (Cox and Kent 2018; Walker et al 2021). Along with the increase in undergraduate research is an increase in undergraduate journals that publish this research and are commonly run by undergraduate editorial boards and leadership.…”

“…The anonymization of manuscripts and training were implemented to eliminate biases in the peer-review process. However, this article analyzes whether peer-review biases still existed based on a reviewer’s demographics, independent from biases created by submitting institutions and authors (Bauer et al 2009; Walker et al 2021).…”

“…Prior research discusses the benefits that undergraduate students gain from participating in the peer-review process, including as a learning opportunity for quantitative and qualitative methods, leadership, academia, and research (Bolsen et al 2019; Garbati and Brockett 2018; Mariani et al 2013; Walker et al 2021). Cox and Kent (2018) described the student peer-review process as a way for student researchers to engage with the academic community, including fellow student researchers, and to understand the steps of the process as a peer reviewer and author.…”

“…Cox and Kent (2018) described the student peer-review process as a way for student researchers to engage with the academic community, including fellow student researchers, and to understand the steps of the process as a peer reviewer and author. As illustrated in Walker et al (2021, 349), previous PSAJ student editorial board members all noted that it gave them the ability “to create an opening and welcoming environment” and that being a peer reviewer provided “an opportunity to hone the essential skills that they have used throughout their career.”…”