ABOUT THE JOURNAL
The Journal of Campus Activities Practice and Scholarship (JCAPS) is a social science peer-reviewed journal. It focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education co-curricular campus activities, and translating such scholarship to practice. It especially encourages submissions from practitioners throughout higher education.
Typical submissions to the journal cover topics such as:
- Student and leadership development within campus activities
- Programming within a diverse and multicultural campus
- Advising students and their organizations
- Campus programming, governance, and/or funding boards
- Assessing the effects of student involvement in campus activities
- Navigating political and legal issues in working with students
- Professional development for staff and faculty who work with students
Submit JCAPS Manuscript
Adam Peck, Illinois State University; David M. Rosch, University of Illinois at Urbana-Champaign; Danielle M. De Sawal, Indiana University-Bloomington
The JCAPS Editors announce an upcoming Special Issue in JCAPS focused on DEI topics in campus activities – Guest Edited by Mamta Accapadi, vice provost for university life at the University of Pennsylvania – and how these topics can build student belonging.
Rebecca M. Murray, Barry University; Heidi LaPorte, Barry University
Rebecca Murray and Heidi LaPorte at Barry University describe how an experiential arts program can support community building and self-expression among students with disabilities on university campuses.
Michael Anthony Goodman, University of Texas at Austin
Michael Goodman from UT-Austin describes the results of dozens of interviews of former student government presidents who possess multiple and/or minoritized identities who now hold public office.
Phillip Luke LaMotte, Nevada State College
Phillip LaMotte at Nevada State College reviews the book The Infinite Game, where he uses the book’s insights to describe how to support student affairs professionals in viewing their roles from less of a win/lose perspective and more as a contribution to the ongoing education of students.