To Improve the Academy’s Editorial Team is delighted to include, for the first time, new forms of scholarship in this issue. While Research and Practice pieces have been the cornerstone of articles published in TIA in recent years, we recognize that the scholarship of educational development (SoED) can take many different shapes. Expanding the types of articles that are included in TIA allows more authors to share important work in creative and critical ways, as four contributions in this issue demonstrate.

Educational development is a diverse interdisciplinary field with scholars and practitioners in positions within and outside of higher education institutions. Journals like TIA play an important role in both establishing and challenging the norms of the field. TIA’s Editorial Team recognizes our responsibility in determining which submissions move forward to the review process—a responsibility integral to our work engaging with and shaping the disciplinary and professional field (Konrad, 2008). There are “shifting baselines” in any disciplinary scholarship where historical conventions meet innovation and risk-taking, and it is up to journals and editorial teams to “manage the baselines with care” (Davison, 2024, p. 40). Expanding the genres of what is included in TIA provides space for “act[s] of imagination” that are, at the same time, “matter[s] of equity and inclusion in the context of the conversations we contribute to and create about learning and teaching through published writing” (Healey, Cook-Sather & Matthews, 2020, p. 9). We take seriously our commitment to authors—our colleagues and peers—to carry out our responsibility with care and growth in mind. We deeply appreciate the authors who have taken on the challenges and opportunities of exploring the new article types; our conversations with authors through queries, email exchanges, online meetings, and in-person discussions have helped inform and enhance the work of the journal.

In addition to Research and Practice articles, TIA now accepts submissions in the following five new categories: Reflection & Analysis, Essay, Commentary, Conversation, and Theoretical & Conceptual. We are thrilled to highlight articles in this issue in two of these categories: Theoretical & Conceptual and Reflection & Analysis.

Two examples of the Theoretical & Conceptual genre appear in “Welcome to the Institution Age: A Narrative of Change and the CTL” by Jamie White-Farnham, and in “Expanding Access to and Enriching Experiences of High-Impact Practices: The Promise of Embracing a Partnership Mindset” by Alison Cook-Sather, Adriana Signorini, Tracie Marcella Addy, Aimee Fleming, Anneris Coria-Navia, Jacques Safari Mwayaona, and Anna Santucci. These two pieces invite readers to consider existing challenges in educational development and offer scholarly-informed imaginings and potential theoretical framing to both respond to and shape our present work as educational developers and the futures that we will encounter. Notably, these two pieces together represent the range of scholars engaged in SoED; one comes from an author new to publication in this field, while the other represents a collaboration of some of the better-known scholars of SoED.

This issue also shares two examples of Reflection & Analysis articles. “AI Professional Development That Centers Faculty Expertise” by Kelly Bremner, Sarah Katherine Fisher, Shelley Koch, and Ruth Castillo provides insight into how one CTL has integrated faculty concerns about AI use into programming in a responsive, rather than reactive, way to support community needs with flexibility and care. In “ReSysting toward Transformative Connections: Envisioning a Relationship-Systems Pedagogy,” authors Julia McGuire, Liliana Herakova, Jennifer Lynn Newell-Caito, and Karen Nicole Pelletreau reflect on a program that implemented their ReSyst Pedagogy framework in graduate teaching assistant training, with lessons about the development of relationships and professional personae through reflective training processes.

The work of developing the new article types began years ago with the leadership of former Editors-in-Chief Michael Palmer, Lindsay Wheeler, Derisa Grant, and Marina Smitherman, all of whom were involved in the work of developing and refining the expanded submission categories. The current Editorial Team, with ongoing feedback from the Editorial Board, continued this work by expanding and enhancing resources for reviewers to be able to offer constructive feedback for all manuscript types, with invaluable input from our Contributing Editors.

We look forward to sharing more of these new manuscripts with the TIA readership in upcoming issues.

Liz Norell and Megan Robertson

Co-Editors-in-Chief