Change, which is published six times a year, is intended for reflective practitioners in colleges, universities, corporations, government, and elsewhere. Its readers include faculty, administrators, trustees, state and federal officials, accreditors, foundation officers, and students.
A magazine rather than an academic journal, Change deals with contemporary issues in higher education. It spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies, and practices.
The magazine article is a genre unto itself. A good article compels attention to an important matter. It makes a persuasive argument or tells an engaging story. It shows a mind at work, one that reaches judgments and takes a stance. It is credible: it knows its subject and the larger context and supports its claims with primary research and evidence. And it not just theoretical but concrete, naming people, places, dates, and events.
Magazine articles need to capture the reader’s attention quickly and then keep it. By the end of the first paragraph, readers should know what the topic is and why it is likely to be of interest to them. Writers should avoid jargon and use concrete nouns, active verbs, clear sentence structure, and examples and illustrations. Paragraphs should be short, and the use of sub-headings is encouraged. The text itself should be concise and engaging. To see the kind of writing that works for Change, go to http://www.changemag.org.
Change articles do not have footnotes. The last name of any authors cited and date of publication can be given parenthetically in the text. The full bibliographic information should be included in a short list of "Resources" (using APA format) at the end of the article. On that same list, writers can provide URLs for Websites containing more extensive documentation.
Change’s major articles generally run around 4,000-4,500 words. But there are several other possibilities for shorter (~2,000 words) manuscripts. Perspectives pieces present one person’s point of view on a topic of importance, without the extensive analysis and evidence that characterize the longer articles. The Teachable Moment feature contains descriptions of significant classroom experiences by professors. The Next Act focuses on what professors or administrators are doing in retirement. Finally, Listening to Students essays are students’ personal accounts of transformative experiences in higher education.
Manuscripts should be submitted as Word files to firstname.lastname@example.org. A separate title page should provide contact information for all authors (i.e., physical addresses, telephone numbers, fax numbers, and e-mail addresses); a short biography (no more than four or five lines) for each author, including an email address in parentheses just after the name; and an abstract of roughly 200 words.
Please do not submit material that is also being considered by another publication or that substantially overlaps with previously published articles.
1. Is the topic important and timely?
2. Does the article contain enough good ideas to warrant publishing? Have you seen these ideas in print already?
3. Does it talk about ideas that have been tested and evaluated adequately? Is the evidence sufficient to make the case?
4. Is the point it makes generalizable?
5. Does the writing need substantial editing? Is it engaging, well developed, and organized? Is the length appropriate to the content?
6. Did it hold your interest throughout?
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