Journal of Communication Pedagogy
Call for Manuscripts
Journal of Communication Pedagogy
(Volume 2 Anticipated Publication Date: April 2019)
**Submissions for Volume 2 will open on April 15, 2018
and close on November 28, 2018**
Edited by Scott A. Myers, West Virginia University
The Journal of Communication Pedagogy (JCP) is a new refereed 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.
Original Research Studies
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. All submissions must indicate that Institutional Review Board approval was obtained.
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 and must contain evidence of the problem/issue as experienced in the course, 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. Any submission that includes student feedback, quotations, or data must indicate that Institutional Review Board approval was obtained.
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.
For All Submissions
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.
All questions can be directed to the editor through either e-mail JCP@mail.wvu.edu or telephone (office, 304-293-3905 9:00 a.m.-4:30 p.m. M-F ET).
Journal of Communication Pedagogy currently publishes once per year and is an open-access journal. Future issues of the journal will appear on this page. The first issue of the journal will be published in late spring 2018.
Journal of Communication Pedagogy (ISSN: Forthcoming) is published annually each spring by the Central States Communication Association, 207 Watson Hall, DeKalb, IL 60115. The journal is open access and available from the Central States Communication Association website (http://www.csca-net.org). Production Editor: Jimmie Manning (email@example.com).
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.
Mary Ann Danielson
Alan K. Goodboy
David T. McMahan
Shannon Borke VanHorn
Editorial Review Board
Tony E. Adams, Bradley University
Brenda J. Allen, University of Colorado Denver
LaKesha Anderson, NCA & Johns Hopkins University Advanced Academic Programs
Ahmet Atay, College of Wooster
Betsy Wackernagel Bach, University of Montana
Phil Backlund, Central Washington University
Melissa L. Beall, University of Northern Iowa
Steven A. Beebe, Texas State University
Karla Mason Bergen, College of Saint Mary
Keith Berry, University of South Florida
Nicholas David Bowman, West Virginia University
Maria Brann, IUPUI
Melissa A. Broeckelman-Post, George Mason University
Jay Brower, Western Connecticut State University
Nancy Brule, Bethel University
Kerry Byrnes-Loinette, Collin College
Jeffrey T. Child, Kent State University
Deanna P. Dannels, North Carolina State University
Ann Darling, University of Utah
Katherine J. Denker, Ball State University
Jayson L. Dibble, Hope College
Linda B. Dickmeyer, University of Wisconsin-LaCrosse
Randy K. Dillon, Missouri State University
Sara A. Mehltretter Drury, Wabash College
Autumn Edwards, Western Michigan University
Isa N. Engleberg, Prince George’s Community College
Deanna L. Fassett, San José State University
Jerry D. Feezel, Kent State University
Debra J. Ford, Creighton University
Ann Bainbridge Frymier, Miami University
Zachary W. Goldman, Illinois College
Kathryn B. Golsan, Southern Illinois University Carbondale
Alberto González, Bowling Green State University
Lisa K. Hanasono, Bowling Green State University
Katherine Grace Hendrix, University of Memphis
Marian L. Houser, Texas State University
Angela M. Hosek, Ohio University
Stephen K. Hunt, Illinois State University
David H. Kahl, Jr., Penn State Erie, The Behrend College
Jeff Kerssen-Griep, University of Portland
Erika L. Kirby, Creighton University
Jeffrey Kuznekoff, Miami University
Kenneth A. Lachlan, University of Connecticut
Derek R. Lane, University of Kentucky
Katie Lever, Western Connecticut State University
Alison M. Lietzenmayer, Old Dominion University
Lance R. Lippert, Illinois State University
Irwin Mallin, Indiana University-Purdue University Fort Wayne
Jimmie Manning, Northern Illinois University
Matthew M. Martin, West Virginia University
Joseph P. Mazer, Clemson University
Mike Milford, Auburn University
Lauren Morgan, College of DuPage
Sherwyn Morreale, University of Colorado Colorado Springs
Donna R. Pawlowski, Bemidji State University
Sandra L. Pensoneau-Conway, Southern Illinois University Carbondale
Kyle Rudick, University of Northern Iowa
Laura D. Russell, Denison University
Amy Aldridge Sanford, Texas A&M University-Corpus Christi
Deanna Sellnow, University of Central Florida
Cheri J. Simonds, Illinois State University
Andrea Lambert South, Northern Kentucky University
Danielle M. Stern, Christopher Newport University
Candice Thomas-Maddox, Ohio University-Lancaster
Blair Thompson, Western Kentucky University
Melissa F. Tindage, California State University, Los Angeles
Scott Titsworth, Ohio University
Satoshi Toyosaki, Southern Illinois University Carbondale
Joseph M. Valenzano III, University of Dayton
Shawn T. Wahl, Missouri State University
Jennifer H. Waldeck, Chapman University
Justin D. Walton, Cameron University
Tiffany R. Wang, University of Montevallo
Susan M. Ward, Delaware County Community College
Sara Chudnovsky Weintraub, Regis College
Nathan G. Webb, Belmont University
David A. Wendt, Iowa Wesleyan University
Rich West, Emerson College