Wednesday, October 28, 2015
The Learning Curve is the official publication of the AALS Section on Academic Support and is published twice yearly, once in the summer and once in the winter. We currently are considering articles for the Winter 2016 issue, and we want to hear from you! We encourage both new and seasoned ASP professionals to submit their work.
We are particularly interested in submissions surrounding the issue’s theme of using ASP to increase student engagement. How do you motivate students? Are you integrating ASP throughout the curriculum to offer engaging opportunities for students? Are you involved with assessment at your institution and have tools to share with your colleagues that will enhance engagement? Do you creatively use social media platforms to reach students? Please ensure that your articles are applicable to our wide readership. Principles that apply broadly- i.e., to all teaching or support program environments are especially welcome. While we always want to be supportive of your work, we discourage articles that focus solely on advertising for an individual school’s program.
Please send your submission to LearningCurveASP@gmail.com by no later than October 30, 2015. Attach it to your message as a Word file. Please do not send a hard-copy manuscript or paste a manuscript into the body of an email message. Articles should be 500 to 2,000 words in length, with light references, if appropriate. Our publishing software does not sup-port footnotes that run with text, so please include any references in a “References and Further Reading” list at the end of your manuscript. (Please see the articles in this issue for examples.)
For more information, you may contact Lisa Young at firstname.lastname@example.org. Please do not send inquiries to the Gmail account, as it is not regularly monitored.
We look forward to reading your work and learning from you!
The Learning Curve Editors
Lisa Young, Seattle University School of Law (Executive Editor)
Jeremiah Ho, UMass Dartmouth (Associate Editor)
Chelsea Baldwin, Oklahoma City University (Assistant Editor)