In addition to the usual manuscript submissions to the journal, the editor is interested in considering special issues. These special issues may focus on topics related to (1) antiracist pedagogies and assessment; (2) community-engaged learning; or (3) a unique proposal from interested special-issue editors.
ORIGINAL TEACHING ACTIVITIES
Single Class Activities. Communication educators in all contexts are invited to submit original teaching activities for classroom implementation. Activities may address any communication course, including, for e.g., research methods, technologies, theory, family, gender, health, interpersonal, intercultural, instructional, mass, organizational, public relations, performance, media studies, rhetoric and public speaking, and small group, whether introductory or advanced. Each submission should contain the following components: (1) a brief title; (2) the course(s) for which the activity is intended; (3) the objective(s) or learning outcome(s) for the activity; (4) a brief theoretical rationale for conducting the activity; (5) a description/explanation of the activity, including any preparation/preliminary steps and necessary materials; (6) a debriefing, including typical results; (7) an appraisal of the activity, including any limitations or variations; and (8) references. Single Class submissions should generally contain no more than 2000 words.
Unit Activities. This may entail an original teaching activity that takes place throughout an entire class unit (e.g., a relational communication unit on “Conflict in Relationships”) that spans several days or weeks. A unit activity should follow the same format as the single class activity, and should contain no more than 2500 words.
Semester-long Activities. Original teaching activities that outline a semester-long project or approach to an entire course are also welcome. These manuscripts should follow the same format the single class activity and should generally contain no more than 3000 words.
ORIGINAL TEACHING ACTIVITY-TO-ASSESSMENT ARTICLES
Because teaching activities must meet both student needs and teacher goals, authors are welcome to create a series of articles that create a link between practice and assessment. For this series, the author may submit BOTH articles simultaneously or the editor may invite the author to submit an assessment activity based on the published original teaching activity (single, unit, or semester-long). These two manuscripts should follow the same format as one of the three class activities and the educational assessment article (described below) including a clearly established link between the two.
EDUCATIONAL ASSESSMENT ARTICLES
Communication educators in all contexts are invited to submit original assessment research. Assessment involves systematic reflection upon and analysis of instructional practices and challenges communication educators to monitor student learning as well as improve the quality of specific courses or overall programs. Assessment articles should be data driven. Data may be qualitative or quantitative. Assessment research provides educators an opportunity to modify their instructional practices based on the results of such studies. Each submission should contain the following components: (1) a brief title; (2) the assessed course or program; (3) an abstract of no more than 100 words; (4) a brief statement of the problem and theoretical rationale; (5) the research question(s) or hypothesis(es); (6) the method for data collection; (7) the results; (8) a discussion of the implications of the results on instructional practice; and (9) references. Submissions should generally contain no more than 8,000 words.