Journal Home Page: The Journal of Access, Retention, and Inclusion in Higher Education (Formerly the ACT 101 Journal)
The Journal of Access, Retention, and Inclusion in Higher Education
The Journal of Access, Retention, and Inclusion in Higher Education supports research in the areas of developmental education, access, retention, inclusion, and student success in higher education. Contributors provide scholarly research, practical insight, and accounts of best practices to support students from traditionally underrepresented, first generation, and other marginalized communities. Readership includes faculty, program managers, legislators and college/university senior leadership.
The Journal of Access, Retention and Inclusion in Higher Education (JARIHE) is a peer-reviewed scholarly publication, which utilizes a double-blind peer review process.
Please note: We are particularly interested in manuscripts that focus on the many crises currently facing students, faculty and staff in higher education. Manuscripts can be ethnographic and tell stories of ways in which students have been supported during times of crises. Additionally, qualitative and quantitative reports are welcome. As always, we also welcome manuscripts which share best and promising practices as it pertains to student success programs and initiatives. This applies to all students and not only those in developmental programs. This does not exclude scholarly research, practical insights or best practices focused on developmental education programs. In short, manuscripts focused on developmental and non-developmental programs in two-year and four-year institutions are welcome. Please note: submissions by graduate students are also encouraged. Graduate students who are co-authoring with a faculty member are encouraged as well.
As such, we welcome work from scholars and administrators who are familiar with two-year or four-year colleges/universities who have engaged with or conducted research that examines student success from the following perspectives:
- Supporting students during times of crisis
- College retention, persistence and graduation rates
- Honors and content specific student success initiatives (STEM, Business, etc.)
- Developmental courses
- Developmental course placement strategies
- Issues of access and inclusion in higher education
- Challenges and triumphs related to URM, first generation and other marginalized communities
- Student success and student athletes
- High-impact practices (study abroad, summer programs, etc.)
- Programmatic developmental education strategies
- Pedagogical strategies in developmental education
- Financial support
- Other topics related to student success
Manuscript Submission Guidelines
We welcome manuscripts with a maximum of 4000 words (excluding tables, figures and works cited). The Publication Manual of the American Psychological Association (APA), Seventh Edition, should be followed for reference style and all other rules of organization, punctuation, and editorial style. Manuscripts which exceed the maximum word requirement will not be considered.
Submissions will be accepted through April 1, 2023. Response from the editor regarding a decision will be prior to June 30, 2023. If revisions are necessary, a final version must be submitted by July 31, 2023. Publication is scheduled for fall 2023. Submissions accepted at: firstname.lastname@example.org. Direct all questions to John B. Craig, Ed.D. Editor, at email@example.com
All manuscripts must have an abstract with a maximum of 150 words.
- Abstract with a maximum of 150 words should be included in the first page of your manuscript.
- Blind manuscript including the abstract must be prepared as a Microsoft Word document
- Separate title page including the title of the article, the name(s) and contact information of the author(s), and institutional affiliation(s).
- Optional but strongly encouraged: Cover letter to the editor
- Author(s) of manuscripts accepted for publication will be required to submit a biography with a maximum of 50 words.
- Statement of Acknowledgement that this manuscript has not been submitted, accepted or published previously and is not under review elsewhere.
ISSN 2691-5561 (Print)
ISSN 2691-5596 (Online)