We welcome manuscripts on a rolling basis about educational development and focused on the experiences, practices, and outcomes of historically minoritized groups in higher education (i.e., students, staff, administrators, faculty), in addition to manuscripts about diversity, equity, inclusion, belonging, and social justice, broadly construed, in a higher education context.

Historically minoritized groups in higher education may include, but are not limited to:

• BIPOC (Black, Indigenous, People of Color) individuals; 
• LGBTQIA+ individuals; 
• Individuals with disabilities; and
• institutions that serve historically minoritized individuals including Historically Black Colleges and Universities, Native American Tribal Colleges, Hispanic-Serving Institutions or Hispanic Area Colleges and Institutions, Minority-Serving Institutions, degree programs for incarcerated individuals, and community colleges. 

Regardless of their format, all manuscripts must:

• engage substantively with DEIB issues in higher education;
• be geared toward a primary audience of educational developers;
• integrate evidence most suitable to substantiate your claims.

Manuscripts about educational development in contexts outside of higher education (e.g., P-12 schools, education-based non-profits, etc.) may be considered, if they include explicit connections to and implications for higher education settings.

Please reach out to the editorial team with any questions.

Manuscript Types Accepted

The editors of JDEED recognize that educational development scholarship does not often fit neatly into the categories of ‘practice’ and ‘research,’ and that an emphasis on empirical research as a dominant form of evidence gives primacy to a small selection of voices, experiences, and ways of knowing. We also aim to provide multiple pathways for publication—from the shorter commentaries to more-involved empirical studies. Therefore we welcome a variety of article types, described below.

Editorial Review:

• Commentaries: Brief op-ed pieces in which scholars and practitioners share timely insights, critiques, and reflections to foster ongoing dialogue and critical discussion within the community. Commentaries engage current events in the field of educational development. (approx. 750 - 1,500 words)

• Conversations: Two to three educational developers who have differing or complementary perspectives on a clearly defined issue have a conversation about the topic—orally or in writing. The discussants record the conversation (if verbal) and edit it for clarity. The final, written manuscript includes the text of the discussion as well as an introduction that provides necessary framing, context, and literature for readers to situate the conversation. Possible topics may include, but are not limited to: discussions on a practice by educational developers at different institution types or at different stages of their careers; discussions about books recently read or conversations with recently published authors; theoretical conversations about the historical development of a theory, framework, or practice. (approx. 3,000 - 5,000words)

Peer Review (Double-Anonymized):

• Reflections on Practice: Writers reflect on their application and impact of a novel or established practice in the field, discussing pedagogical, affective, or other impacts of the practice on their constituents and/or on themselves, and offering broader social, cultural, or other meanings from their experience. The tone of a Reflection may be more informal than a research article. Reflections should address the following questions: (1) What is the practice? (2) Why did you engage in the practice, drawing on relevant scholarship and/or prior experience and institutional context? (3) How specifically did you enact or engage in the practice? (4) What was the impact, especially in relation to your goals, of the practice and how do you know (evidence)? (5) What resources, contexts, or constraints are relevant for educational developers considering the practice for their own contexts?  (6) What did I and/or my institution learn? What should others learn? (approx., 1,500  - 3,500 words)

• Research Articles: Original empirical studies that present new research findings. Submissions should include a clear research question, literature review, methodology, results, and discussion. Articles should emphasize the significance of the research and its contribution to the field. We accept research that uses quantitative, qualitative, or mixed methods. We also invite articles that leverage empirical evidence in order to provide thoughtful responses to previously published manuscripts in JDEED. (approx., 6,000  - 7,500 words)

Optional Addendums for All Manuscripts:

• Author Intent Statement (Not published)

• From Draft to Final (Published with manuscript, 500 words, editorial review): For authors whose manuscripts are accepted to the journal, we will invite you to submit an optional, brief "From Manuscript to Final” essay that will be published alongside your accepted manuscript.
  
  In these short "From Draft to Final" companion reflection to your manuscript, authors will help demystify academic writing and publishing by exposing some aspect of your process such as more detail about your disciplinary training and choice of methodology, how you worked with collaborators through the research and writing of your project, or how you navigated reviewer and editorial feedback throughout the process with JDEED. 
  
  Note: Writing a "From Draft to Final" piece is completely optional and will only be requested once your article has been accepted for publication. Your decision on whether to write a “From Manuscript to Final” piece will not impact the publication status of your original article.

If you are interested in submitting an article type not listed above, please contact us to submit a query and discuss whether your proposed manuscript aligns with the journal’s aims and scope.