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Editorial Policies
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Focus and Scope Section Policies Peer Review Process Publication Frequency Open Access Policy |
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The Journal of Cognitive Affective Learning (JCAL)CEASED PUBLICATION MAY 2008. JCAL is a peer-reviewed journal dedicated to disseminating research on holistic educational practices that focus on the significance of the cognitive-affective relationship in promoting deep and enduring learning. *JCAL ceased publication in May 2008, but the archives are accessible through this journal site.* Access to the journal is free of charge. JCAL published theoretical papers, original research reports, literature reviews, and extended reviews of selected books. JCAL aimed to promote research, education, and community-building in the area of cognitive-affective learning. Our aims included: --Identifying content and pedagogy of best Cognitive-Affective Learning (CAL) practices --Defining and presenting the value and appeal of CAL to external academic and non-academic audiences --Sharing instructional methods that support the Center for Cognitive-Affective Learning’s objectives --Exploring ways to directly involve students as scholars in CAL Scholarship of Teaching and Learning (SoTL) projects --Disseminating CAL SoTL projects --Utilizing JCAL as a community-building tool SoTL projects for JCAL might well have included many already familiar to those engaged in the Scholarship of Teaching and Learning and to those desiring to do so: · Theory Practice/Service Learning · Active/Collaborative Learning · Learning Communities · Leadership Development · Student Engagement · Interdisciplinary Studies · Multiculturalism · Ethics and Social Justice · Student Assessment/Portfolio Development This resource was published via the Open Journal Systems (OJS), an electronic management and publishing system for refereed journals developed by the Public Knowledge Project. The OJS system provided comprehensive indexing of published articles using the Open Archives Initiative (OAI) protocol for metadata harvesting and as an OAI registered site will be broadly accessible as a part of global system of scholarly resources. The journal will be archived for future scholars via the LOCKSS system (http://lockss.stanford.edu). The LOCKSS system was developed at Stanford University and is supported by Mellon Foundation funding. Emory University is an active participant in the LOCKSS project. The LOCKSS system has permission to collect, preserve, and serve this open access Archival Unit on the journal web site. |
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JCAL CEASED PUBLICATION MAY 2008. JCAL used a double blind, peer review process in which two reviewers were selected to perform an anonymous, in-depth evaluation of the submitted manuscript. The Editor judged initially whether the submission was suitable for JCAL before assigning the manuscript to reviewers for peer review. The Editor selected the reviewers based on their expertise, reputation, and interest in the primary subject matter presented. Candidates were accepted to the review board based upon their proven publishing track record and/or upon recommendations from noted scholars and researchers in the area of higher education, learning theory, and scholarship of teaching and learning. Additional peer review criteria included: --Submissions must be recommended for publication by a minimum of two reviewers. --If both reviewers provide contradictory recommendations, the Editor may assign an additional reviewer to “break the tie” and/or make the final decision on acceptance. --Identity of the reviewers will remain anonymous and will not be disclosed to the author. --The Editor will forward questions for clarification from the reviewers to the authors, but will keep these consultations to a minimum. Reviewers made the following recommendations, based on submission criteria (originality, importance to scholarship of teaching, interest to wider higher education audience, solid methodology), peer review guidelines, and their expert, professional judgment: 1. Accept without revision 2. Accept with minor revision; does not require reconsideration by peer reviewer 3. Major revision needed; must revise and resubmit for reconsideration by peer reviewer 4. Not suitable for publication in JCAL Peer Review Guidelines Content: Are data and facts free from error? What are the main claims and are they significant to the scope and purpose of JCAL? Does the organization and written style articulate clearly the article’s stated objectives? Impact on Learning: Does the article promote better understanding of teaching and learning in higher education? Does it encourage and enliven pedagogical discourse? Does it add value and usefulness to the enterprise of teaching and learning? Value: Does the article have theoretical or pedagogical value? Does it add significantly to the emerging literature of cognitive-affective learning and the scholarship of teaching? Does it illuminate our understanding of the connection between “the heart and the head” in deepening learning? Research: Does the article describe its objectives clearly? Does it propose a detailed process for testing the effectiveness of its claims? Does it explain the author’s research design, methods, and rationale clearly? Does it accurately and comprehensively discuss the limitations of the research project? Do the data and results support the article’s claims? Integration: Does the article integrate the research of others in a meaningful way? Does it evaluate results and/or make recommendations for future exploration? Does it incorporate aspects from a multicultural perspective? Innovation: Does the article propose innovative theories or pedagogies? Does it alter our understanding of teaching and learning in novel ways? Does it provide original and creative ideas based on results of research? Inspiration: Does the article inspire teaching excellence? Does it encourage faculty, students, and staff to expand their engagement in the educational enterprise? Does it incorporate subjective experiences (values, insight, experience) to illustrate a holistic learning process? Additional review criteria: 1. Is there anything in the article that could give gratuitous offense or give cause for a libel action against the journal? 2. Are there any breaches of confidentiality 3. Are the illustrations, figures, and tables necessary/adequate? 4. Does the article require statistical review? |
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Semiannually (2 issues per year) CEASED PUBLICATION MAY 2008 |
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 This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The journal will be archived for future scholars via the LOCKSS system (http://lockss.stanford.edu). The LOCKSS system was developed at Stanford University and is supported by Mellon Foundation funding. Emory University is an active participant in the LOCKSS project. The LOCKSS system has permission to collect, preserve, and serve this open access Archival Unit on the journal web site. |
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Randy Bass, Ph.D. Associate Professor of English Assistant Provost for Teaching and Learning Initiatives Executive Director, Center for New Designs in Learning and Scholarship (CNDLS) Georgetown University Pew Scholar, 1998-1999 Carnegie Scholar, 1998-1999 Daniel J. Bernstein, Ph.D. Professor of Psychology Director of the Center for Teaching Excellence University of Kansas Carnegie Scholar, 1998-1999 Barbara Cambridge, Ph.D. Senior Program Officer, National Council of Teachers of English (NCTE) Consultant, Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Robert L. DeHaan, Ph.D. Senior Science Advisor, Department of Educational Studies Candler Professor of Cell Biology, Emeritus Emory University Martin Halbert Director of Systems University Libraries Executive Director, MetaScholar Initiative (http://metascholar.org) Emory University Patricia Owen-Smith, Ph.D. Professor of Psychology and Women's Studies Coodinator, Center for Cognitive-Affective Learning Oxford College of Emory University Carnegie Scholar, 2000-2001 Mariolina Salvatori, Ph.D. Associate Professor of English University of Pittsburgh Editor, Reader: Essays in reader-oriented theory, criticism, and pedagogy Carnegie Scholar, 1999-2000 Gretchen Schulz, Ph.D. Associate Professor of Humanities Oxford College of Emory University Advisory Board, Emory Center for Ethics Emory Univ. Advisory Council on Teaching Georgia Governor's Teaching Fellow, 2000 |
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Burhan Akpinar, Ph.D Lecturer of Education Faculty Firat University Cynthia Alby, Ph.D. Associate Professor of Secondary Education Georgia College and State University Georgia Governor’s Teaching Fellow, 2001-2002 Olivia Archibald, Ph.D. Professor of English St. Martin's University Susan Ashmore, Ph.D. Associate Professor of History Oxford College of Emory University Mohamed Ben Ammar REsearch Group on Intelligent Machines (REGIM) University of Sfax, ENIS Curtis Bennett, Ph.D. Associate Professor of Mathematics Loyola Marymount University Debra Coffey, Ph.D. Assistant Professor of Elementary and Early Childhood Education Kennesaw State University Editor, Taking Teaching and Learning Seriously (http://ttls.dragteck.com) Jodi Cressman, Ph.D. Director, Office for Teaching, Learning, and Assessment DePaul University Mary Ann Danielson, Ph.D. Interim Associate Vice President for Academic Affairs Interim Director, Office of Academic Excellence and Assessment Associate Professor of Communication Studies Creighton University Donna Engelmann, Ph.D. Professor of Philosophy Past President, American Association of Philosophy Teachers (as of January 1, 2007) Alverno College Terence (Terry) Favero, Ph.D. Associate Dean of Curriculum Professor of Biology University of Portland Tara Fayter Service-Learning Coordinator Richard Stockton College of New Jersey Maura Flannery, Ph.D. Professor of Biology Director, Center for Teaching and Learning St. John's University (New York) Carnegie Scholar, 2000-2001 Linda Gabriel, Ph.D. Assistant Professor Vice Chair of Occupational Therapy Department Creighton University Medical Center Barbara Gayle, Ph.D. Academic Vice President Viterbo University Carnegie Scholar 2001, 2006 Associate Editor, Women‘s Studies in Communication Treasurer, International Society for the Scholarship of Teaching and Learning Editorial Board Member, Communication Monographs Sarah M. Ginsberg, Ed.D, CCC-SLP Coordinator, Div. 10/ Higher Education American Speech-Language-Hearing Association Associate Professor Dept. of Special Education Eastern Michigan University James Hall, Ph.D. Director, New College University of Alabama Maureen Hall, Ph.D. Assistant Professor of Education University of Massachusetts Dartmouth Lawrence Hanley, Ph.D. Assistant Professor of English City College of the City University of New York Rosemary Lehman, Ph.D. Senior Outreach/Distance Education Specialist Instructional Communication Systems Manager, Instructional Design Team Award for Excellence in Leadership and Distance Education University of Wisconsin-Extension Sharon Lewis, Ph.D. Professor of Psychology Association for Psychological Science Fellow Oxford College of Emory University Kenneth Lynch Senior Lecturer University of Gloucestershire (Cheltenham, UK) Timothy McGettigan, Ph.D. Associate Professor of Sociology Colorado State University-Pueblo Kathleen McKain, Ph.D. Associate Professor of French St. Martins University Marlene Moore, Ph.D. Dean, College of Arts & Science Professor of Biology Culligan Medal Recipient, 1987 University of Portland Tom Ott Professor of English Director, Developmental Education Community College of Philadelphia Patricia Owen-Smith, Ph.D. Professor of Psychology and Women's Studies Coodinator, Center for Cognitive-Affective Learning Oxford College of Emory University Carnegie Scholar, 2000-2001 Gregory G. Passmore, Ph.D. CNMT Associate Professor Medical College of Georgia Georgia Governor’s Teaching Fellow, 2000 Heather Patrick, Ph.D. Assistant Professor of Chemistry Oxford College of Emory University Steven Pyser, J.D. Associate Faculty, Business and Management University of Phoenix (Greater Philadelphia Campuses) Scholar Practitioner, Fielding Graduate University’s Dialogue, Deliberation and Public Engagement Certificate Program, 2005, 2006. Managing Editor, Journal of Public Deliberation Associate Editor, Group Facilitation: A Research and Applications Journal Editorial Board/Advisory Panel, International Journal of Public Participation (IAP2) Editorial Board Member, Conflict Resolution Quarterly Staff Editor, The Journal of Legal Studies Education Eileen Reilich, Ph.D. Associate Professor of Education Saint Martin's University Jeffrey Sapp, Ph.D. Professor of Education California State University, Dominguez Hills Gretchen Schulz, Ph.D. Associate Professor of Humanities/English Oxford College of Emory University Advisory Board, Journal of Cognitive Affective Learning Advisory Board, Emory Center for Ethics Advisory Board, Emory Center for Women Emory University Advisory Council on Teaching Resident Scholar: Atlanta Shakespeare Company Georgia Governor’s Teaching Fellow, 2000 Theodosia Wade Senior Lecturer, Biology Oxford College of Emory University Beverly Wallace, Ph.D. Acting Assistant Director of Writing Support Academic Programs and Services Shippensburg University Joyce Westgard, Ed.D. Dean, College of Education St. Martin’s University Isa Williams, Ph.D. Associate Professor of Women's Studies Director, Experiential Learning & Atlanta Semester Program Agnes Scott College |
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Open Submissions
Research Support Tool
Journal of Cognitive Affective Learning. ISSN: 1549-6953
The LOCKSS system (http://lockss.stanford.edu) has permission to collect, preserve, and serve this open access Archival Unit on the journal web site.