About Campus Submission Guidelines

About Campus: Enriching the Student Learning Experience
Submission Guidelines: Why We Make These Requests

Please read this short rationale before carefully reading the Submission Guidelines (PDF).

In the Submission Guidelines (PDF), you will find specific requests regarding writing style, language usage, how to reference sources in the text, etc. In asking you to use these approaches, we are not simply asserting our preferences or insisting on a superficial point of style. Instead, we call your attention to these guidelines so you will write in a way that will make your essay accessible to a broad range of readers - the diverse group of educators who read About Campus. We have found that this approach allows authors' messages to be more easily understood by people from different academic and administrative backgrounds.

This is an unfamiliar approach for many authors. In addition to making the editing and revising process smoother for you, we hope that writing in this style will also provide the occasion to reexamine how you adapt your writing to reach out to different audiences, and (in regard to referencing practices) to consider alternative ways to draw on sources when presenting ideas and information. We realize that this is a distinctive style and that it is NOT the style used in most academic journals (e.g., APA or MLA styles). We use this style because it reflects our purpose and helps us achieve our mission.

About Campus is a magazine designed to serve as a forum for thoughtfully examining the issues, policies, and practices that influence the learning experiences of college students. As such, it speaks to an audience that goes well beyond student affairs professionals to include all those on campus who are concerned with student learning. To speak effectively to such a broad array of people and to draw them into a discussion of the issues that affect student learning, we encourage authors to use strategies such as the following:
  1. frame issues quickly and effectively to attract readers' attention;
  2. develop ideas and present information clearly and dynamically; and
  3. reveal implications of the work for a wide range of readers.
We are not looking for "academic articles" as traditionally defined. We are looking for articles, including those from academics, that share important discoveries and insights into what makes campuses good places for students to learn, and what can be done to make them more effective learning environments. Please keep this imperative in mind as you craft your article.

For this reason, you will notice when you read the Author Guidelines, we ask that you approach references in what may be an unfamiliar way. Like other magazines that publish serious nonfiction for a general audience, we ask authors to be selective in their use of references and to identify fully all references within the text of the article. (This style is explained more fully in the Author Guidelines.) Why is this important? We have found that when authors rely on an academic reference style, it can interfere with their success in reaching out to a broad audience. It can encourage attention to details that may not be important to people outside of the author's particular field. Also, because it doesn't require that authors explain the implications of the reference, it doesn't help those who are unfamiliar with the particular sources or who may not have the time or interest to seek out the listed sources to understand how it fits into the argument the author is making.

Listed below are the various kinds of articles we publish in About Campus. We hope this will help you understand better the range of articles and writing we are offering readers.

Features--The lead articles address a variety of trends and issues affecting undergraduate education. Authors are typically invited to submit essays for feature articles on issues of interest to educators in colleges and universities who care what and how college students learn. We try to publish manuscripts that reflect a wide variety of perspectives, topics, institutional contexts, and types of students served.

Patricia King, Bowling Green State University, pking@bgnet.bgsu.edu

Charles Schroeder, University of Missouri-Columbia, schroederc@missouri.edu

Campus Commons provides a snapshot of campus life, focusing in a personal way on a range of student characteristics, life-styles, and cultures that characterizes college and university campuses. Through slice of life vignettes, examination of campus events, and the stories of students, staff, faculty, and others, readers learn about the day-to-day experiences that occur in colleges and universities.

Lee Burdette Williams, Appalachian State University, lee@sister.com

Electronic Campus looks at the impact of technology on the teaching/learning process and on the delivery of electronic and telecommunication services. Articles on applications of technology and their implications for teaching and learning, institutional administration, storage and retrieval of information, and academic culture update readers on the latest technology and information services affecting campus life.

John Harwood, The Pennsylvania State University, jth@psu.edu

In Practice illustrates innovative campus programs that foster student learning. Describing unique and/or particularly successful programs or services in a college or university setting, each article typically includes practical details of implementation such as staffing, personnel, and evaluation.

Patricia W. Johnson, University of Georgia, pwjohn@arches.uga.edu

What They're Reading alerts readers to media that have piqued the interest of higher education professionals and that provide insight into the issues affecting student learning. Books, resource manuals, movies, and videos are discussed in this department. The primary audiences of works reviewed here range from college students to faculty to professional staff to parents. Editor: Susan Komives, University of Maryland-College Park, sk22@umail.umd.edu

Bottom Line provides a forum for addressing controversial issues by highlighting a mandate for action through educational leadership. Placed last in each issue, presentation may take the form of a brief view by a leading authority about the essential things to know about her/his specialty, or a personal take on a broad issue.

Patricia King, Bowling Green State University, pking@bgnet.bgsu.edu

We would like to thank you for your interest in writing an article in About Campus. Please review the Author Guidelines carefully and contact us if you have any questions. We look forward to receiving your submission and working with you on developing your essay.

Download the Submission Guideliness in PDF format

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