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 

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 

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).

 

SUBSCRIPTION INFORMATION

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 (jman@niu.edu).

Journal Policies

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.

Editorial Board

Consulting Editors

Mary Ann Danielson
Angie Jerome
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