Call for papers on Experiential Teaching Practices in Undergraduate Community Psychology - Feb 15 Deadline

[Announcement from Comm-engagedscholarship]

Dear community-engaged scholarship colleagues,

Call for Papers due Feb 15
Journal of Prevention and Intervention in the Community
Themed Issue: Experiential Teaching Practices in Undergraduate Community
Psychology

Guest Editors: Mich?le Schlehofer, Salisbury University and Suzanne Phillips,
Gordon College

See attached for more details!

The Journal of Prevention and Intervention in the Community (JPIC) is
planning a themed issue on experiential teaching practices in undergraduate
community psychology courses.  Unfortunately, many undergraduates earn a
four-year degree in psychology without being exposed to community
psychology. Engaging community psychology courses for undergraduates not
only introduces them to the field, but also ensures the continued growth and
diversification of community psychology. Undergraduate students often find
experiential learning to be more enjoyable, informative, and useful in
comparison to traditional lecture-based classroom models. Further,
experiential learning methodologies embody the values of our field, and
complement the increased focus at many higher learning institutions on
community engagement and service learning. The goal of this themed issue is
to disseminate best practices in experiential teaching of community
psychology at the undergraduate level. This issue will present a
cross-section of teaching practices that provide undergraduates in community
psychology and related courses with experiential learning opportunities. As
a component of the issue, we are soliciting manuscripts which highlight the
learning experiences of students in their own voice; therefore, we are only
considering manuscripts which include qualitative feedback from one or more
undergraduate students.

Send inquiries to Michele Schlehofer (mmschlehofer@salisbury.edu) or Suzanne
Phillips (suzanne.phillips@gordon.edu).

Follow author guidelines available on the Journal of Prevention and
Intervention in the Community website.

Style: Use style in the American Psychological Association Publication
Manual (6th Ed).

Additional Criteria for this themed issue:

         Manuscripts are limited to 8 pages in length, including references.

         Manuscripts must include a section or sections which provide
qualitative feedback on the experiential learning activity from
undergraduate students.

         Quantitative evaluations of teaching practices are optional.

         Manuscripts co-authored by undergraduate students are welcome.

Submit manuscript as a word document via email to Michele Schlehofer at
mmschlehofer@salisbury.edu. Please put JPIC Undergraduate Teaching Issue in
the subject line.

Thanks,

Rahma Osman
Program Assistant

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