Introduction Science editors play an important role in ensuring the integrity of the scientific literature. While journal editors work with authors to improve the clarity and conciseness of manuscripts during the submission, peer review, and publication stages,1 inclusion of professional editors for authors early on during scholarly knowledge production also can be of high value. Specifically, author editors can provide authors with substantial editing support and customized educational resources that have the potential to improve faculty writing skills, boost their productivity, and enhance efficiency at later publication stages. Reports from various medical institutions on the use of such science editors are generally positive.2–6 However, shared experiences with these types of integrated editing–educational interventions targeted at faculty are scarce in the literature. Hence, this topic remains an underreported area of science communications that would benefit from further evaluation and discussion among all professionals involved in the knowledge production pipeline. This article provides a summary of 10 lessons learned from implementing a formal science editing program at Roswell Park Comprehensive Cancer Center in Buffalo, NY—this information was presented earlier in the form of a poster at the 2023 CSE meeting in Toronto, Canada. Roswell Park, founded in 1898, is a National Cancer Institute (NCI)-designated comprehensive cancer center, with approximately 400 faculty who are engaged in basic science and translational, clinical, and population-based research. The editing program, formally called the Scientific Editing and Research Communications Core (SERCC) Resource, was conceptualized following a needs assessment by the Faculty Development Program and Grants Office in […]