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Call for Papers

Contents

General Submissions

Volume 4 (2021)

Editor: Deanna D. Sellnow, University of Central Florida
Associate Editor: Renee Kaufmann, University of Kentucky
Editorial Assistant: America L. Edwards, University of Central Florida

Submission Deadline: October 15, 2020

The Journal of Communication Pedagogy (JCP) continues to be a peer-reviewed journal sponsored by the Central States Communication Association. The journal publishes only the highest quality articles that extend communication theory, research, and practice in meaningful ways. We seek manuscripts that focus on instructional communication research situated in a variety of contexts such as (but not limited to) health, business/industry, religious, risk/crisis, public relations, journalism, forensics, and nonprofits both within the borders of the United States and beyond them. We are particularly interested in the use of technology (including virtual reality and artificial intelligence) in instruction. We welcome manuscripts that focus on instructional communication research within the communication discipline and beyond it (e.g., education, agriculture, social work, legal studies, engineering and S.T.E.M., pharmacy, nursing, health sciences). In sum, we seek manuscripts that examine communication pedagogy as it occurs across subfields in the communication discipline, in disciplines throughout the academy, and in contexts beyond the walls of higher education.

All manuscripts must adhere to the guidelines of the most recent edition of the Publication Manual of the American Psychological Association and must not have been published elsewhere or be under review for any other publication.

The JCP will publish three types of articles: original research studies, reflective essays, and communication training/development best practices.

Original Research Studies are theory based, methodologically sound, and data-driven empirical analyses of communication pedagogy as it occurs in any context including, but not limited to traditional face-to-face or online classrooms. We welcome all methods of scholarly inquiry. The discussion section must include (a) conclusions as they extend theory and research, (b) implications that inform instructional communication practices, and (c) suggestions for future research. Manuscripts should not exceed 8500 words, including title page, abstract, tables, notes, references, and appendices.

Reflective Essays are agenda-setting pieces focused on a thorny issue or problem inherent in communication pedagogy as it occurs in a particular context (e.g., health, business, risk, crisis, public relations, journalism, education). Each essay must clearly identify the thorny issue or problem and suggest means by which to address it. Reflective essays may be written in first person and should not typically exceed 3000 words, including title, abstract, tables, notes, references, and appendices.

Best Practices describe best practices for training practitioners in the field to improve communication skills (e.g., listening, empathy, civil discourse, formal presentations in face-to-face and online environments, conflict management and resolution, teamwork, gender, intercultural, leadership) as applied directly to their professions. These professions may range from health (e.g., doctor-patient relational communication) to business (e.g., employer-employee communication, customer service) to education, among others. Manuscripts must be grounded in research, and include best practice tips for successful implementation based on experience/assessment. Best practice articles may be written in first person and should typically not exceed 3500 words, including title, abstract, tables, notes, references, and appendices.

Submission Deadline: October 15, 2020

SUBSCRIPTION INFORMATION

Journal of Communication Pedagogy currently publishes one volume (2-3 issues) per year and is an open-access journal. Issues of the journal will appear at www.pedagogyjournal.com.

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, .

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SPECIAL SECTION: Machine Teachers in Education

Call for Manuscripts
Journal of Communication Pedagogy
Theme: Machine Teachers in Education
Submission Deadline: October 15, 2020

Guest Editor: Jihyun Kim, Ph.D., Nicholson School of Communication and Media, University of Central Florida, USA.

Objective

With ongoing technology development, it is highly likely that education will begin its new era by incorporating nonhuman agents as a tutor, assistant, advisor, or/and teacher, so-called "machine teachers." Although human teachers may not be completely replaced by machine, some people argue machines would start assisting and replacing teachers in some areas in near future. In fact, this trend already arrived when an AI (Artificial Intelligence) teaching assistant debuted in at a university in the U.S.

In this regard, the goal of this special section is to provide a space that synthesizes research studies that explore the role of machine teachers in education. Considering that it is an emerging area, we welcome an exploratory study, pilot study, or preliminary study that provide foundation for this line of research.

Scope

In this call, we focus on machine as "an interaction partner" (e.g., instructor, teacher, trainer, tutor, etc.) rather than a tool (e.g., online environment). The notion of education is broadly defined which could be replaced as, but not limited to, instruction or training. More specifically, the scope of the call includes, but not limited to:

  • Technology serving as an interaction partner (e.g., teacher, instructor, tutor, trainer, etc.)
  • All types of technologies (e.g., AI, robot, virtual human, avatar, game character, etc.)
  • All levels of education (e.g., kindergarten, junior high, college, post college, etc.)
  • All types of education contexts (e.g., health, training/organization, higher education, second language learning, etc.)

Type of submission

  • Empirical study (quantitative or qualitative)
  • Case study

Length

  • 2500-3000 words in length (excluding references, tables, and figures)

Timeline

  • Submission deadline: October 15, 2020
  • Final decision: January 15, 2021

SUBSCRIPTION INFORMATION

Journal of Communication Pedagogy currently publishes one volume (2-3 issues) per year and is an open-access journal. Issues of the journal will appear at www.pedagogyjournal.com.

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, .

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SPECIAL ISSUE: Pandemic Pedagogy: Challenges and Opportunities

Call for Manuscripts

This special issue entitled "pandemic pedagogy" focuses on challenges and opportunities for instructional communication in myriad contexts from K-12 and college education to interpersonal and family communication contexts to healthcare, as well as business/industry and risk/crisis

Editor: Deanna D. Sellnow, University of Central Florida
Associate Editor: Renee Kaufmann, University of Kentucky
Editorial Assistant: America L. Edwards, University of Central Florida

Submission Deadline: October 15, 2020

Objectives and Scope of the Special Issue:

When the World Health Organization (WHO) declared the outbreak of COVID-19 to be a "public health emergency of international concern," this global pandemic launched a new normal for how we interact professionally and how we enact instruction. More specifically, the nature of the pandemic forced us to change how we communicate in business, industry, healthcare, interpersonal relationships, families, and classrooms as people around the world were required to work "remotely." For example, teachers found themselves redesigning lessons to be delivered online, parents/caregivers found themselves playing a primary role in homeschooling, and employers/employees found themselves developing means to communicate/instruct/assess workplace practices online cross the global marketplace.

This global pandemic exposes an exigence for transforming what effective communication pedagogy looks like across communication contexts. Thus, the goal of this special issue is to be a repository for conceptualizing the challenges for instructional communication as we embrace a new worldview. We invite reflective essays, original research studies, and best practices focused specifically on communication pedagogical challenges posed and addressed during the COVID-19 pandemic, as well as lessons learned through research toward building best communication pedagogy best practices going forward.

As always, the Journal of Communication Pedagogy (JCP) continues to be a peer-reviewed journal sponsored by the Central States Communication Association. The journal publishes only the highest quality articles that extend communication theory, research, and practice in meaningful ways. We seek manuscripts that focus on instructional communication research situated in a variety of contexts such as (but not limited to) health, business/industry, religious, risk/crisis, public relations, journalism, forensics, and nonprofits both within the borders of the United States and beyond them. We are particularly interested in the use of technology (including virtual reality and artificial intelligence) in instruction. We welcome manuscripts that focus on instructional communication research within the communication discipline and beyond it (e.g., education, agriculture, social work, legal studies, engineering and S.T.E.M., pharmacy, nursing, health sciences). In sum, we seek manuscripts that examine communication pedagogy as it occurs across subfields in the communication discipline, in disciplines throughout the academy, and in contexts beyond the walls of higher education.

All manuscripts must adhere to the guidelines of the most recent edition of the Publication Manual of the American Psychological Association and must not have been published elsewhere or be under review for any other publication.

The JCP will publish three types of articles: original research studies, reflective essays, and communication training/development best practices.

Original Research Studies are theory based, methodologically sound, and data-driven empirical analyses of communication pedagogy as it occurs in any context including, but not limited to traditional face-to-face or online classrooms. We welcome all methods of scholarly inquiry. The discussion section must include (a) conclusions as they extend theory and research, (b) implications that inform instructional communication practices, and (c) suggestions for future research. Manuscripts should not exceed 8500 words, including title page, abstract, tables, notes, references, and appendices.

Reflective Essays are agenda-setting pieces focused on a thorny issue or problem inherent in communication pedagogy as it occurs in a particular context (e.g., health, business, risk, crisis, public relations, journalism, education). Each essay must clearly identify the thorny issue or problem and suggest means by which to address it. Reflective essays may be written in first person and should not typically exceed 3000 words, including title, abstract, tables, notes, references, and appendices.

Best Practices describe best practices for training practitioners in the field to improve communication skills (e.g., listening, empathy, civil discourse, formal presentations in face-to-face and online environments, conflict management and resolution, teamwork, gender, intercultural, leadership) as applied directly to their professions. These professions may range from health (e.g., doctor-patient relational communication) to business (e.g., employer-employee communication, customer service) to education, among others. Manuscripts must be grounded in research, and include best practice tips for successful implementation based on experience/assessment. Best practice articles may be written in first person and should typically not exceed 3500 words, including title, abstract, tables, notes, references, and appendices.

Submission Deadline: October 15, 2020

SUBSCRIPTION INFORMATION

Journal of Communication Pedagogy currently publishes one volume (2-3 issues) per year and is an open-access journal. Issues of the journal will appear at www.pedagogyjournal.com.

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, .

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