Collaborative Peer-Review Process
The peer-review process for The Wabash Center Journal on Teaching (JoT) is collaborative and provides opportunities for writers to participate in workshopping conversations and work with a writing coach. Our aim is to make writing a less isolated process and to create a cohesive themed journal that makes use of embedded, multimodal materials. Our process of peer-review—begun with participation in the JoT Writing Colloquy and continued up to submission, is about strengthening writing, collaborating to deepen and refine content, and expanding creative forms of communication.
In the JoT Writing Colloquy, authors participate in mutual workshopping of their work, dialogue about the craft of writing, consider ways of making their potential article submissions multi-modal, and have opportunity for writing coaching beyond the workshop. We expect that Writers/Contributors who participate in the colloquy will submit a piece for publication in the journal. While publication in the journal is not guaranteed, participation in the colloquy as well as working with a coach greatly increases the likelihood of acceptance.
Before the JoT Writing Colloquy
In preparation for participation in the colloquy, writers are encouraged to bring a piece of writing on the theme of the upcoming JoT volume. This might include an abstract, a detailed outline, a poem or a page of thoughts on the theme.
During the JoT Writing Colloquy
The colloquy will be led by colleagues whose expertise is the art of writing as well as scholars within the field of theology and religion who have knowledge and experience of creative article writing and publishing. Participants will be led in various writing exercises, consider the merits of various genres of writing, exchange feedback with their colleagues, be given time to write and continue to develop their article/piece, and have the opportunity to have one-on-one time with coaches.
After the JoT Writing Colloquy
After the workshop, authors have the opportunity to continue to work with one of the coaches for a maximum of ten hours as they continue to write and fine tune their article. Scheduling will be determined by the writer and the coach. Writers may sign up to work with any of the coaches from the colloquy on a first-come-first-served basis. Once an article is submitted for publication, coaching is no longer needed. It is hoped that all colleagues who participated in the writing colloquy will submit an article for publication in The Wabash Center Journal on Teaching.
Submission of Article
Once submitted, the manuscript will be edited for publication. Similar to other journal submission processes, editors will inform authors of recommended changes to the article. The JoT editors will determine which submitted articles will be published and inform the author of the publication date as well as the deadline for final edited submissions. Articles most likely to be published are those that lend themselves to the cohesive theme of the pending journal volume and those that make use of embedded multimodal materials.
Additionally, articles authored by persons who do not participate in the JoT Writing Colloquy may be submitted for publication. In these cases, authors may request a writing coach before submission. While a coach is not guaranteed, one will be assigned if available. The submission process for these articles is the same as for articles submitted by persons who attended the JoT Writing Colloquy.
Nancy Lynne Westfield, Ph.D.: Editor in Chief firstname.lastname@example.org
Donald E. Quist, Ph.D, Editor: email@example.com
Rachel Mills, Communications and Digital Media Coordinator: firstname.lastname@example.org