Become an Editor

Editors-in-chief and Associate Editors work collaboratively to advance TIA’s strategic initiatives and share responsibility for day-to-day operations of the journal, including the following:

• solicit and invite guest editors, contributing editors, authors, and reviewers;
• solicit manuscripts;
• manage and maintain a diverse and active pool of reviewers;
• manage the manuscript review process and make final editorial decisions according to established TIA publication timelines;
• edit and oversee the copyediting process;
• work with the publisher through the production and dissemination process;
• manage communications with authors, reviewers, readership, and the publisher, including managing manuscript decisions, issue notifications, and calls for special issues and editorial positions;
• maintain the TIA website and manuscript submission platform.

Editorial positions are multi-year commitments of two terms. During the first two-year term, Associate Editors receive active, collaborative mentoring from the Editors-in-chief; during the second two-year term, Associate Editors ascend to the Editor-in-chief position and select and mentor the next Associate Editors. 

In selecting Associate Editors, we look for POD Network members who possess a broad view of educational development and a commitment to advancing diverse perspectives and modes of inquiry in a manner that enriches and promotes the scope, methods, and practice of the field. We seek a collaborative colleagues who join vision with attention to detail. We seek scholars who can cultivate and curate excellence in scholarship across the spectrum of educational development. We seek editors who are committed to offering developmentally appropriate feedback to writers, including synthesizing peer reviewers’ feedback to improve our authors’ ideas.

TIA is committed to diversity, equity, and inclusion and we are especially interested in receiving applications from those whose voices are typically underrepresented in scholarship and publishing related to educational development. Please share this call with colleagues who might be interested, especially those who identify as Black, Indigenous, Latinx, or Asian and/or LGBTQIA+, and those colleagues who work in community colleges, HBCUs, and HSIs, or others who may have identities and lived experiences that can enhance the perspectives of educational developers.

With rolling online submissions to the journal, the work is consistent throughout the year with spikes based on the semi-annual production cycle in April and October. At minimum, editors spend 2-4 hours per week on journal work.

Applications are solicited every odd year in the spring.