We (Pamela, Tom, and Jenn) wanted to give you our insiders’ experiences of the manuscript submission and reviewing process at The Qualitative Report (TQR). Respectively, we are a researcher-author, an instructor-reviewer, and a student-reviewer who were involved in the reviewing process that resulted in the publication of Pamela’s TQR article: On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success (Felder, in press). In this brief article, we will adopt a somewhat conversational approach to relating our individual and collective experiences. How we came to work together, what that work entailed, and our experiences of that collaborative work will be our focus. In short, we offer our insiders’ sense of (and reflections on) what happens to a manuscript from the time of its submission to the time of its publication at TQR.
The Qualitative Report, Collaborative Review Process, Critical Appraisal Skills Programmer
Dr. Pamela Felder joined the faculty of the Higher and Postsecondary Education Program as a Lecturer in September 2006. Prior to coming to Teachers College, Columbia University she was a Lecturer in the Policy, Management and Evaluation Division at the University of Pennsylvania where she developed and taught a course on college student retention and persistence. Dr. Felder’s primary research interest is graduate student development with an emphasis on the doctoral experience. She is interested in the socialization experiences of graduate students and how they impact academic success, the development of disciplinary identities, and the management of life balance. Dr. Felder has shared her research in numerous educational venues and highlights include participation in the 2009 American Educational Research Association’s Annual Meeting in San Diego California, a keynote presentation for the 2007 LEDA (Leaders for a Diverse America) Transition to College Symposium at Princeton University, and participation as an invited panelist to discuss faculty diversity held at the University of Pennsylvania in March 2007. Moreover, she developed and facilitated an institutional wide annual student diversity conference for three consecutive years at Teachers College geared towards encouraging her students to embrace cultural competence in higher education (http://www.tc.columbia.edu/news/article.htm?id=6911). Currently, Dr. Felder is working on several research projects including a paper on enacting diversity in the classroom, exploring racial battle fatigue among graduate students and faculty in elite educational environments and a research project that explores work/life balance issues for female doctoral students in education. She is a native and current resident of Philadelphia, PA and has a seven-year old daughter. She can be contacted at Teachers College, Columbia University, 525 W. 120th Street, New York, NY 10027 USA; Phone: 212-678-3811; Email: email@example.com Dr. Tom Strong is Associate Professor in Division of Applied Psychology of the Faculty of Education at the University of Calgary. His research is concentrated in three areas: discursive analyses of psychotherapy and health conversations, theory development and application related to social constructionist (or discursive) approaches to counselling, and ethical issues in counselling. He wishes special thanks to Rom Harré and Bruno Latour for inspiring him to read these kinds of books. All correspondence should be addressed to Dr. Tom Strong, Division of Applied Psychology, University of Calgary, 2500 University Drive NW, Calgary, Alberta Canada T2N 1N4 or firstname.lastname@example.org Jenn Ronald is currently in her second year of the M.Sc. Counselling Psychology program at the University of Calgary. Her research interests are centered on the use of collaborative inquiry to better understand the strategies and strengths individuals employ in order to cope with difficult or traumatic life events, as well as methods through which counselors can facilitate healing by empowering clients to identify, acknowledge, and further develop their strengths and resourcefulness. Related to this is her master’s thesis, for which she is developing and evaluating a strengths based and collaborative group treatment approach for female adolescent survivors of sexual abuse. She can be contacted at email@example.com. Special thanks to Jerry Gale for the suggestion, the Applied Psychology class in Qualitative Research in Spring 2009, and to Sally St. George for the opportunity.
Original volume and issue number from The Qualitative Weekly, an offshoot publication of The Qualitative Report which has been folded into the primary journal: Volume 2, Issue 38