Review Process

The first-level criterion for publication in ITE is simple: Does this paper help advance OR/MS education? (In other words, can some OR/MS educators deliver their material more effectively as a result of reading this paper?)

The second-level criteria will depend on the nature of the paper. However, they are likely to include all or most of the following:

1. 1. Is the survey of the relevant literature complete? (Papers with weak connections to the literature lack authority. We want authors to be aware of what has been done before and clearly state how they contribute to the literature. This is particularly important in papers that can be considered education research.)
   2. Do the authors frame the paper by stating what teaching environments it applies to (student backgrounds, degree programs, work experiences, preparation etc.) and compare it to alternate methods of delivery? Do the authors clearly describe the advantages and disadvantages of their approach? Is the paper well-motivated?
   3. Is the content sufficiently original or innovative? (Why would we publish a spreadsheet model that any OR/MS teacher can create with some effort?)
   4. Is the paper sufficiently rigorous? (We publish essays or opinion pieces in the invited contributions section. Papers that are processed by AEs need rigor. The paper should convincingly demonstrate that statements made are correct, and use appropriate analytical tools.)
   5. Does the paper have potential for making an impact on the teaching of OR/MS?
   6. Is there sufficient detail to allow other instructors to use the material? (Particularly relevant for papers that describe a new teaching tool or method.)
   7. Does the author have teaching experience with the material? What evidence is provided for the effectiveness of the material? Are student assessments and comparative test results included in the paper? For papers that contain formal analysis, is the data analysis appropriate and are the results conclusive? (While we do not require formal assessment, we will not publish untested classroom material. We encourage authors to provide all available and relevant student assessment data.)
   8. When a paper describes a transformation of a course or curriculum, can claims of success be verified? (For example with a letter from a Dean or Department Chair.)
   9. Is the paper well organized and well written? Is the exposition clear and of high quality? Did the authors manage the flow of ideas in the paper well?
   10. Does the paper use the electronic medium as effectively as possible? Are the attachments (such as student manuals, spreadsheets, applets) adequate and appropriate?
   11. Is the length of the paper appropriate given its contents?