Review Process

JCAPS is designed to help new authors navigate the peer-reviewed process with an entire section focused on emerging scholars. Additionally, we have a section on Scholarship-to-Practice briefs that would be ideal for any individual/group that completed an assessment/review of innovative practices as part of a course. Authors new to the peer-review process should know that it takes several months for an article to move through the following timeline.

We offer the following timeline for consideration in the submission process:

  • Identify a section for submission – JCAPS offers 4 sections for publication. Identify the section that aligns with your topical focus. If submitting an existing piece of work from a class or presentation, spend time reworking the submission to align with the submission guidelines for the section.
  • Submission review – After submission your review will be sent out to be peer-reviewed. The timing varies based on the time of year.
  • Review feedback for resubmission – The timing will vary based on the date of your submission.
  • Author edits – Complete editorial changes from review. We would encourage you to plan to spend another 15-20 hours reviewing the feedback, making the changes, and preparing the resubmission response.
  • Second submission review – The second review will be sent out for another peer-review and will include your response to the initial review comments.
  • Final acceptance response – The final response will vary based on the final edits required based on the second submission.

We know that this takes a significant amount of time. We also recognize that significant work is being done within student affairs departments and preparation programs to think critically about the field of student affairs, and specifically campus activities practice. We hope that you will consider contributing to the field and submit an article to JCAPS.

The following are possible topics to consider when thinking about the JCAPS audience:

  • 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