JDEED is proud to serve as the home of the POD Academic Writing Scholars, a writing program that aims to diversify academic publishing by supporting  writers from identity groups and/or institutions that are historically underrepresented in educational development scholarship.

The Pod Academic Writing Scholars was created with the aim of diversifying the pool of writers who contribute to educational development scholarship to include new educational developers, BIPOC (Black, Indigenous, People of Color) authors, and members of groups historically underrepresented in educational development scholarship (e.g., educational developers at community colleges and Historically Black Colleges and Universities (HBCUs)). We know that scholarly writing takes time, cultural capital, and financial resources, and that institutions vary in available resources. 

The POD Academic Writing Scholars pilot (2023-2024) supported up to eight writers from identity groups and/or institutions that are historically underrepresented in educational development scholarship. 

For six months, participants with writing projects at any stage of development (e.g., an idea, data collected; a full draft, etc.) met twice per month to receive feedback from peers and former editors of educational development journals, and received support and guidance on the writing, review, and publication process. 

Below is a detailed description of the program. We aim to relaunch the pilot in the near future. Sign up for the JDEED mailing list to stay informed about this and other programs.

POD Academic Writing Scholars

Participant Outcomes:

1. Navigate the academic writing process. 
2. Identify pathways to contribute to educational development journals, such as writing, serving as a reviewer, contributing editor, etc. 
3. Develop and/or expand a professional writing network and community, including peers, journal editors, former journal editors, and journal reviewers. 
4. Further develop an idea or manuscript draft in educational development scholarship to submit for the review process.

Participants receive:

1. Monthly feedback on writing from a Writing Scholars peer;
2. Feedback from a former educational development journal editor on a writing project; 
3. Monthly conversations with discussants who have experience in academic publishing, including journal editors, reviewers, and writers who have published in a variety of journals; and
4. Resources to create a structured writing practice and research agenda. 

Participants commit to…

1. Plan for and engage in regular (daily, weekly) writing practice;
2. Meet once per month with a Writing Scholar peer to give and receive feedback (at a mutually convenient time);
3. Meet the last Friday of each month at 11am ET with the whole group for a discussion on scholarly publishing featuring a facilitator with experience in academic publishing; and
4. In November, submit a document (e.g., a draft, outline, or even an expanded sketch of an idea) for feedback by former educational development journal editors.

Eligibility:

1. Individuals with a writing project in any stage of development–from an idea to article draft.
2. Individuals who meet any of the following criteria:
   1. Individuals from historically underrepresented groups in higher education including, but not limited to individuals who identify as racial and/or ethnic minorities (as defined within the U.S. context); LGBTQIA+ individuals; and individuals with disabilities.
   2. Individuals working at institutions historically underrepresented in POD including, but not limited to: Historically Black Colleges and Universities, Native American Tribal Colleges, Hispanic-Serving Institutions or Hispanic Area Colleges and Institutions, Minority-Serving Institutions (or those aspiring to become MSI’s), and community colleges. 
   3. Applicants who will join the POD Network or who are current POD Network members who will contribute to POD’s mission over the long term with particular interests related to social justice and diversity, equity, and inclusion (writ large) in educational development.