Special issue GJCPP: Developing Undergraduate Community Psychology Pedagogy and Research Practice

[Announcement from SCRA-L]

Hello Colleagues,

We are accepting proposals for the special issue of the Global Journal of Community Psychology Practice devoted to community psychology practice in undergraduate settings until November 30th. We especially welcome submissions from students, individuals in exclusively undergraduate institutions, and those working in international undergraduate serving programs.

We expect publication of the final issue in late 2018/ early 2019. Please review the below call for papers and consider submitting your work. A PDF of the call is also attached. 

Please feel free to distribute this call to other interested networks. 

Do not hesitate to contact us at undergradcp@gmail.com with questions, etc.

Best,

Eylin, Lauren, and Jen

undergradcp@gmail.com

Eylin Palamaro-Munsell, Northern Arizona University

Lauren F. Lichty, University of Washington Bothell

Jen Wallin-Ruschman, The College of Idaho

Global Journal Of Community Psychology Practice

www.gjccp.org

Call for Proposals for Special Issue

Developing Undergraduate Community Psychology Pedagogy and Research Practice

Guest Editors

Eylin Palamaro-Munsell, Northern Arizona University

Lauren F. Lichty, University Washington Bothell

Jen Wallin-Ruschman, The College of Idaho

The Global Journal of Community Psychology Practice (GJCCP) is an e-journal for practitioners of community psychology and community improvement around the globe. GJCCP works with practitioners and applied researchers to share quality work and to foster a learning community that will contribute to ongoing advances in the broad field of Community Practice, both in psychology and related disciplines. GJCCP invites proposals for contributions to a special issue focusing on community psychology pedagogy and research practice at undergraduate institutions.

The goal of the special issue is to center the practice of community psychology (CP) teaching and research within primarily undergraduate institutions. While there is often discussion of the importance of increasing the visibility of CP in undergraduate education to support graduate programs in the field, less attention has been given to the pedagogical and research-related practices of people working primarily with undergraduates. We know little about the unique opportunities and challenges faced by community psychologists working within these settings. Further, community psychologists working within primarily undergraduate settings face a distinct set of challenges that differ from many community psychology graduate programs.

Undergraduate students that learn about and practice community psychology through courses and applied research experiences may or may not go on to graduate school, but they all apply community psychology principles to a variety of settings and organizations post-graduation. It could be argued that community psychologists working within undergraduate settings have a wider reach to bring interested individuals into the field than those rooted within community psychology graduate programs. However, while many community psychologists are doing creative and meaningful work within undergraduate-focused settings, they are often doing this work in relative isolation, as few undergraduate-focused programs employ multiple community psychologists.

This special issue of GJCPP will be a space to begin to collect contributions from practitioners in undergraduate settings and budding undergraduate community psychologists. Narratives that represent the diversity of undergraduate training contexts from regions around the world are particularly welcome.         

     

Submission of Proposals

Proposals for manuscripts and creative projects (up to 750 words) are invited which address these aims.

Possible topic areas include, but are not limited to:

1)    Developing and implementing pedagogy aligned with CP values and principles (in and out of CP-specific classes)

2)    Engaging undergraduates in CP research

3)    Case examples of successes and challenges “doing CP” in undergraduate settings

4)    Student perspectives on learning about CP and/or practicing CP

5)    Institutional and political barriers to CP undergraduate teaching and research practice

In addition to these suggested areas of submission, we invite all contributions related to the practice of CP in the undergraduate context. We also welcome creative submissions, such as videos, qualitative interviews, and other innovative approaches.

Format for Proposals

Proposals should include a title for the submission, a list of authors, their institution and their role (i.e. student, professor/instructor, administrator, etc.), and a 750 word description of the content of the proposed submission. The description should clearly describe the contribution of the work to our understanding of the strategies, processes, or outcomes of CP undergraduate teaching and learning practice.

Deadline for Submission of Proposals

Authors should submit proposals by email to the Guest Editors of the Special Issue at undergradcp@gmail.com no later than November 30, 2017.  All proposals should be in English language.

Guest editors will review the proposals and advise authors whether their proposals were successful by January 31, 2018. Deadline for submission of full manuscripts is planned for May 15, 2018.

Full manuscripts will be peer reviewed consistent with GJCCP guidelines for reviewers. Authors of accepted proposals will serve as peer reviewers on at least one other submission. Full manuscript submissions should follow the guidelines provided in the GJCCP instructions for authors available online (http://www.gjcpp.org/submissions.php).

For Information or to Submit a Proposal

Send proposal submissions or inquiries to the Guest Editors: Eylin Palamaro-Munsell, Lauren Lichty, & Jen Wallin-Ruschman at undergradcp@gmail.com