Journal of Communication Pedagogy
Call for Manuscripts
Journal of Communication Pedagogy
(Volume 1 Anticipated Publication Date: April 2018)
Edited by Scott A. Myers, West Virginia University
The Journal of Communication Pedagogy (JCP) is a new referred journal sponsored by the Central States Communication Association publishing articles on the pedagogy of teaching K-12, undergraduate, and graduate communication. It is an online-only journal published once a year aimed at publishing the best research conducted on communication pedagogy.
The JCP will publish three types of articles: Original Research Studies, Reflection Essays, and Best Practices. Please note that the JCP will not publish teaching activities. To be considered for publication in Volume 1, submissions will be accepted until December 1, 2017.
Original research studies are articles that focus on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Each article must be data-driven; utilize a quantitative, qualitative, rhetorical, or critical research methodology; and contain a separate implications section in which authors offer 2-5 implications that can assist instructors with teaching the specific course based directly on the results obtained in their study. Original research studies should be between 5000-6500 words, including the abstract and all tables, notes, references, and appendices.
Original research studies should resemble the traditional research study format and include six parts: (1) a literature review, including a rationale for the study and the inclusion of research questions/hypotheses; (2) method; (3) results; (4) discussion; (5) implications; and (6) references.
Submissions either not centered on the teaching of a particular communication course, activity, or curriculum OR lacking an implications section will be desk-rejected.
Reflection essays are articles that center on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Each essay must clearly identify the pedagogical problem or issue and identify the solution(s) implemented to address the problem or issue. Reflection essays should be as data-driven as possible, may be written in first person throughout the essay, and should be between 1500-2500 words, including the abstract and all tables, notes, references, and appendices.
Best practices are articles that offer tips for teaching or assessing a specific communication course, extra-curricular activity, or curriculum. Each article should contain 10 tips, with each tip accompanied by specific advice, directions, or suggestions to assist instructors in implementing the tip. These tips can focus on, among other topics, offering recommendations about course content, policies and procedures, readings, assignments, or projects; creating a conducive learning environment; conducting informal or formal assignment or course assessment; fostering student learning; providing student feedback; and communicating generally with students.
Best practices articles also can focus on the development and administration of program-related services (e.g., GTA training, communication centers/labs/studios) or addressing student behaviors or issues in a particular course (e.g., decreasing public speaking anxiety in a performance course). Best practices articles must be grounded in research and practice, and should be between 3000-4500 words, including the abstract and all tables, notes, references, and appendices.
Best practices should have (1) a 3-5 sentence introductory paragraph, (2) a paragraph for each tip for a total of 10 paragraphs, (3) a 3-5 sentence conclusion paragraph, and (4) a list of 7-15 references.
To be considered for publication in the JCP, all submissions must conform to the Publication Manual of the American Psychological Association (6th edition, 2009;
please pay particular attention to Section 8.03 on pages 228-229), not be under editorial review at any other journal, and not have been published elsewhere. All submissions will undergo blind peer review by three members of the journal’s editorial board, which consists of five consulting editors and 70 editorial board members. Submissions that fail to either conform to APA guidelines or meet the requirements for the article type will not be considered for publication and will be returned to the author(s). The decision not to publish a manuscript is final.
All articles must be submitted to the journal (JCP@mail.wvu.edu) as a Word attachment. The first page of the attachment should include:
- the title of the article,
- the name and institutional affiliation for each author,
- the contact information (including e-mail address and telephone number) for the corresponding author,
- the type of article (i.e., original research study, reflection essay, or best practices),
- the name of the particular communication course featured in the article, and
- a 100-150 word abstract of the article.
The article then should begin on the second page of the Word attachment.
Journal of Communication Pedagogy currently publishes once per year.
To receive Journal of Communication Pedagogy, you must subscribe to the journal as a member of CSCA or belong to another regional association and participate in the Journal Exchange program.
Access for the annual issue will be available to all members via the Members Section of the CSCA website. Please lot in to access the latest issue (not available until April 2018).
$15.00 per issue.
Please contact the CSCA Executive Director to arrange for your subscription.
CSCA Permission Policy
Journal of Communication Pedagogy is published by the Central States Communication Association.
For copyright permission for an article published in Journal of Communication Pedagogy, contact the CSCA Executive Director.