The following is a call for submissions in the new Journal of College Academic Support Programs (J-CASP), supported by the Texas Association for Developmental Education (TADE), the Texas Chapter of the College and Reading Learning Association (TxCRLA), and the Texas State University’s Graduate Program in Developmental Education.
Members of the new editorial team are provided at the conclusion of the announcement.
Journal of College Academic Support Programs
Call for Submissions
Supported by the Texas Association for Developmental Education (TADE), the Texas Chapter of the College and Reading Learning Association (TxCRLA), and the Texas State University’s Graduate Program in Developmental Education, the new Journal of College Academic Support Programs (J-CASP)—a double-masked, peer-reviewed scholarly journal relevant to Texas developmental education and learning assistance professionals—is now accepting submissions for the inaugural issue in November 2017.
Published biannually in November and April, the J-CASP seeks articles on such topics as pre-assessment, assessment, and interventions for college readiness; college placement, academic advising, and counseling and completion pathways; and developmental education course models and innovations for developmental mathematics, postsecondary literacy, and student success literacy (e.g. co-requisite, contextualized, accelerated, emporiums, integrated, paired, learning communities, academic bridge programs, and boot camps). Additional topics include but are not limited to non-course based options (NBCOs) and learning support models such as tutoring, mentoring, coaching, computer-based instruction, content-based learning labs, and various types of peer-educator support programs.
Additionally, special emphasis will be placed on articles that promote support for struggling learners, learners from culturally and linguistically diverse populations, learners underserved by their previous educational systems, learners encountering new technologies, learners first in their generation to attend college, learners returning to college, and veterans, among others.
The J-CASP will accept scholarly, research-based articles—for double-masked peer review—with emphasis on empirical research approaches such as experimental research, teacher research, action research, ethnography, case studies, and analytical methods including quantitative, qualitative and mixed method approaches. In addition, the journal will also feature a variety of practitioner-based articles, such as reflections and innovative teaching techniques and classroom methods; book reviews; and other pieces that emphasize the relation of education theory to practical teaching and learning, expand contemporary knowledge, and demonstrate impact on the field.
Appropriate manuscripts will undergo a peer-review process by members of the J-CASP editorial board. The review process will take approximately six weeks, including two weeks for authors to address reviewer comments.
The J-CASP will be published bi-annually—November 15 and April 15. The deadline to submit for the November 2017 issue is September 15. The April 2018 issue of the J-CASP will be dedicated exclusively to co-requisite models of developmental education instruction as HB 2223 requires statewide implementation by Fall 2018.
Submit your manuscript as a Microsoft Word (.doc, .docx, etc.) file, double-spaced with 12-point Times New Roman font. Your manuscript should not exceed 6,000 words and must adhere to the APA Publication Manual (6th edition) guidelines for writing, citation, and documentation style. Please include an abstract not exceeding 250 words. The J-CASP will not consider previously published articles or manuscripts under consideration elsewhere. Authors are responsible for the accuracy of all statements in their manuscript. Authors are responsible for obtaining permission for reprinting figures or quotations exceeding fair use regulations. Please submit manuscripts through our online system: https://journals.tdl.org/jcasp/index.php/jcasp/user/register.
For questions, comments, or concerns, please contact the journal editor/manager at JCASP_Editor@txstate.edu.
Sonya Armstrong, Director of the Doctoral Program in Developmental Education, Texas State University
Ruth Dalrymple, Associate Vice Chancellor for Academic Success, Alamo College District
Tammy Donaldson, Instructor of Reading, Del Mar College; President Elect, Texas Association for Developmental Education
Cynthia Ferrell, Executive Director of Texas Success Center at the University of Texas at Austin; Texas Association for Community Colleges
Rochelle Gregory, Honors Program Coordinator & English Instructor, North Central Texas College
Becky Jackson, Associate Professor of English and Director of the MA in Rhetoric and Composition, Texas State University
Forrest Lane, Assistant Professor, Department of Educational Leadership, Sam Houston State University
Denise Lujan, Director of Developmental Math, The University of Texas at El Paso; NADE Board Emeritus
Nara Martirosyan, Assistant Professor, Department of Educational Leadership, Sam Houston State University
Trey Miller, Principal Researcher, American Institutes for Research
Suzanne Morales-Vale, Director of Adult and Developmental Education, Texas Higher Education Coordinating Board
Jennifer Phillips-Denny, Coordinator of Tutoring, The Write Site at Texas Woman’s University; Immediate Past President of North Texas Writing Centers Association
Pamela Sawyer, Professor, Collin College; President, Texas Chapter of the College Reading and Literacy Association
Monica Stansberry, Senior Program Specialist, El Centro College; President, Texas Association for Developmental Education
Tasha Vice, Assistant Professor of Reading, Texas A&M University-San Antonio
Erika Warnick, Assistant Professor of Reading, South Plains College
Emily White, Coordinator First Year Composition, North Central Texas College
Quentin Wright, Special Assistant to the Chancellor, Lonestar College-Tomball