Call for Papers
Since its launch in 2016, Communication Center Journal (CCJ) has published one issue at the end of each calendar year. CCJ accepts general manuscript submissions, Book Reviews, and Excellence at the Center essays relating to communication center work on a rolling cycle for consideration and review.
Each volume also accepts submissions for special topical sections, offering a deeper look at broad-based themes and trends. Special topic submission deadlines for 2023 are specified in the call below.
2025 CCJ Special Topic Section Call
Section Editor: Laura Stengrim, University of Illinois ([email protected])
Theme: Communication Centers and Inclusive Pedagogies
As institutions of higher education strive to foster equity, access, and belonging, communication centers are uniquely positioned to model and promote inclusive pedagogy.
This special topics section of the Communication Center Journal invites submissions that explore how communication centers enact inclusive pedagogy to support diverse learners, train peer consultants, and contribute to broader institutional efforts.
We welcome contributions from scholars, practitioners, and students that engage with inclusive pedagogy in both theory and practice, especially in ways that address the wide-ranging diversity of our respective campus communities.
Topics of interest include, but are not limited to:
• Inclusive strategies in one-on-one consultations, group sessions, and workshops
• Training and development models that prepare consultants to engage across differences
• Faculty development initiatives led or supported by communication centers, including workshops or consultations on inclusive communication pedagogy
• Supporting students from diverse racial, ethnic, and cultural backgrounds
• Addressing language diversity, multilingualism, code-switching, and linguistic justice
• Affirming gender identity and supporting LGBTQIA+ students
• Creating accessible and supportive spaces for neurodivergent students and those with disabilities
• Addressing class and socioeconomic diversity in communication support
• Supporting international and immigrant students through culturally responsive practices
• Building relationships with key constituencies such as foundational communication course administrators, instructors, and students, STEM disciplines, arts, and humanities
• Collaborative partnerships with student affairs offices, writing centers, libraries, teaching and learning centers, community organizations, etc.
• Consultant and staff critical reflections on identity, power, and inclusive praxis
Special Topic Section Manuscript Deadlines & Details
June 15, 2025: Proposals due
July 1, 2025: Authors notified
September 1: Papers Due (Draft 1)
October/November 2025: Editor works with authors on revision
December 1: Draft 2 due
Notes:
CCJ manuscripts submitted for consideration in a thematic special section are limited to 8,000 words, but shorter submissions are welcome. Manuscripts should follow current APA conventions and be void of any identifiers, including names of institutions or people.
Authors must register in the operating system before submitting word doc manuscripts for review: Register Here
Questions and inquiries about the journal can be emailed to Co-Editors, Adria Goldman or Kim Cuny.
Questions and inquiries about the Special Topic Section can be emailed to Laura Stengrim: [email protected].
CCJ Book Review Call
The Communication Center Journal, a peer-reviewed online journal published by the National Association of Communication Centers, is seeking contributions for our book review section. The 2025 special topics section of the Communication Center Journal invites submissions centered on how communication centers enact inclusive pedagogy to support diverse learners, train peer consultants, and contribute to broader institutional efforts. A wide selection of books might be reviewed, as these areas of scholarship may come from a variety of disciplines.
Book reviews range between 750-1000 words and usually include the following:
• A brief description of the book’s contents
• A scholarly evaluation of the book–including its contribution to existing literature and trends in the field of communication centers
• A short discussion of the book’s strengths, weaknesses, and unique qualities
• A brief description of the appropriate audience for the book
Previous book reviews may be accessed in the journal archives here.
Please contact Carl Brown ([email protected]) for all review communication and submissions.
To be considered for the 2025 volume of CCJ, please indicate your interest and book title via email by July 1, 2025. Selections will be confirmed by July 1, 2025. The final reviews will be due by October 15, 2025. The journal will be published in December.
Suggested, but not required, titles for review:
Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2021). What inclusive instructors do:
Principles and practices for excellence in college teaching. Routledge.
Cardon, L. S., & Womack, A. (2023). Inclusive college classrooms: Teaching methods for di
verse learners. Routledge.
Galkiene, A., & Monkeviciene, O. (2021). Improving inclusive education through universal
design for learning. Springer.
Jeffress, M. S. (2017). Pedagogy, disability, and communication: Applying disability studies in
the classroom. Routledge.
Sobel, D., & Alston, S. (2021). The inclusive classroom: A new approach to differentiation.
Bloomsbury Education.
CCJ Distinguished Reviewer Award (modeled off of Journal of General Education)
The Reviewer of the Year Award recognizes one reviewer who:
The award winner will be selected by the CCJ editorial leadership team prior to March 1st and consider reviewers who reviewed manuscripts for the volume published the year before. The winner will receive a certificate, letter of award, and recognition in the next published issue. The first award year was 2021, with the publication of volume 6. The award is announced annually at the NACC Excellence at the Center national conference. Past award recipients can be found here.