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
David M. Rosch, JCAPS Editor in Chief, University of Illinois at Urbana-Champaign
Mamta Accapadi, Huron Group, Jan Arminio, George Mason University (retired)
Jan Arminio interviews Mamta Accapadi about the role of campus activities work in transforming and liberating students and supporting their feeling of support and belonging on campus.
Brandi R. Neal, University of Southern Indiana
Brandi Neal describes her qualitative study of Black women SSAOs working in PWIs, specifically investigating how they leverage their own upbringing and prior experiences to build broad-based student support on their campuses.
S. Gavin Weiser, Illinois State University
Gavin Weiser examines the role of administrators in supporting student activists on campus, interviewing student leaders and utilizing an innovative arts-based qualitative inquiry to provide advice and insights.
Allyson McVickar, University of Massachusetts Lowell
Allyson McVickar examines common microaggressions confronting international students, with implications for anyone who interacts with this population.
Dustin Evatt, Western Carolina University
Dustin Evatt interviews White campus activities professional to describe common obstacles to developing "critical Whiteness" in how their identity shapes their work. He then provides suggestions and advice for advancing critical Whiteness on campus.
Pietro A. Sasso, Stephen F. Austin State University, Benjamin Jay Marcy, University of Minnesota-Twin Cities
Pietro Sasso and Benjamin Marcy interview White students heavily involved on their campus to investigate patterns of vocal support not backed by behavioral support for broad-based student inclusion. Their analysis revealed interesting findings and implications for staff engaged in diversity and inclusion initiatives on diverse campuses.
Francine Rudd Coston, University of Massachusetts Lowell
Francine Coston focuses on first-generation students who transferred from another institution. Through interviews and document analysis of various institutions, her findings provide suggestions for better support initiatives for students from these backgrounds.
Amanda Vigneau, Shepley Bulfinch Architects, Chris Hillebrand, Shepley Bulfinch Architects, Joel Pettigrew, Shepley Bulfinch Architects
An author team from Shepley Bulfinch Architects examine the scholarship support all-gender bathrooms and provide practice-based suggestions for how bathrooms in common student spaces can be designed more inclusively.
Janet M. Athanasiou, American Public University System, Michelle Reese, Rio Salado College, Floyd H. Hardin, III, Rio Salado College
Janet Athanasiou, Michelle Reese, and Floyd Hardin, III leverage the explosion of instances of students interacting with their institutions only in online settings and describe an innovative program designed to build student belonging for these students.
Allen A. Womble, University of Illinois at Chicago
Allen Womble builds a grounded theory for leveraging a sense of activism in minoritized students to help support their leadership development and pathways to engage on campus.
