ACPA CASHE Monograph Series

2017-2018 Managing Editors: 

Kristen N. Wallitsch PhD, Bellarmine University

Atiya R. Smith, M.S., LCPC, University of Rochester

The ACPA Commission for Academic Support in Higher Education (CASHE) has begun the charge to publish research, research in brief, poetry, prose, and much more related to Academic Support. What started as a biennial publication for the commission, is transitioning to an annual publication. Each iteration of the ACPA CASHE Monograph publication will include a collection of writing on emerging trends in the field of academic support. For each edition, we seek contributions from a wide range of individuals with experience, or an interest, in providing academic support to students. Accordingly, scholars, educators, practitioners, graduate students, and any other ACPA members invested in academic support are encouraged to submit.

Context:

Given the variance in academic support office placement across institutions, academic support professionals are often in search of a professional “home.” Adding to this issue are the disparate educational backgrounds, training, and roles of academic support professionals. Accordingly, this publication provides a resource for this targeted audience, and seeks to serve as a resource for academic support practitioners. Accordingly, we endeavor to contribute to the literary canon surrounding best practices in Academic Support and intersecting roles.

Upcoming Issues:

    Winter 2017-2018: Open Call

Previous Issues:

    2014: Inaugural ACPA CASHE monograph

    2016: Commission for Academic Support Monograph

Potential Topics:

Submissions may include, but are not limited to any of the following themes. If you are interested in submitting, please review the guidelines provided in each call to action.

  • Internationalization of higher education

  • Issues of STEM, LGBTQIA, AALANA and other minoritized student’s support

  • Experiences of students of color in academic learning communities/ related environments

  • Integration and support of students in recovery

  • Strategies for supporting students with learning disabilities

  • Impact of mental health on academic success

  • Supporting graduate students transitioning from a “professional identity” back to a “student identity”

  • Transitions from high school to college

  • Strategies for supporting students returning from a Leave of Absence

  • Best practices for academic support professionals working with graduate students

  • Supporting first generation college students

  • Working with students returning from study abroad programs

  • Domestic and intimate partner violence & student retention

  • Assisting students with Autism Spectrum Disorders

  • Self-care strategies for academic support professionals

Publication and Submission Information:

This edited document is in development for ACPA: College Student Educators International’s Internal Publications. We are currently accepting submissions for the Winter 2017-2018 edition. If you are interested submitting for the Winter 2017-2018 edition of the CASHE Monograph Series, please prepare an abstract (no longer than 500 words) of submission content, along with the tentative title, name, position (if applicable), institutional affiliation (if applicable) and brief bio of author(s). Conceptual, qualitative-based, personal narratives, poetry/ prose, and experiential submissions are welcomed. All submissions should be emailed as a Microsoft Word document to acpa.cashe@gmail.com by December 15, 2017. If selected, full drafts will be due January 15, 2018. 

Author Guidelines:

Accepted authors are welcome to communicate with the CASHE directorate throughout the writing process. Those working more independently should keep the publication timeline in mind.  Timely submission of all content are required to allow sufficient time for revisions.  The editors have made a commitment to the ACPA Commission for Academic Support in Higher Education to prepare a publication that meets ACPA standards by a specific date.  Please contact the editors if you are unable to make these deadlines or have questions about the content requested:  acpa.cashe@gmail.com.

Writing Style:

This publication will remain consist with other ACPA publication formats.  We ask that you make your writing as clear, accessible, and descriptive as possible.  Pay particular attention to the following:

  1. Avoid jargon.  Use common descriptive language instead of terms associated with one academic field.  Explain technical terms in nontechnical language.

  2. Use active voice.  “He reports” or “the findings reveal” instead of “It has been reported” of “It is indicated by the findings.”

  3. Illustrate abstract theoretical ideas with specific examples.

  4. Minimize technical information.  Do not include graphs or statistical tables unless necessary.  Emphasize the interpretation rather than the reporting of data.

  5. Avoid biased language.  Vary references to race and gender in examples and avoid stereotypical descriptions.  Avoid gender-specific language.

  6. Foreign abbreviations.  Spell out abbreviation such as e.g., i.e., et.al, etc. to their English equivalents – in other words, use for example, that is, and others, and so on.

  7. Colloquialisms and contradictions.  Avoid slang and contradictions unless they are contained in quotations or examples containing dialogue.

  8. Reference to people.  Omit titles and degrees of individuals in the text.  Do not use nicknames.  Avoid the use of the term “subject.”  Use more specific terms such as student, client or participant.  Avoid the use of the term “student affairs professionals.”  Instead use terms such as faculty, staff or college student educators.

  9. Lists.  Use lists only for important points.  Minimize the use of bullets and set-off lists.  Short lists should be run into the text.

Submission Preparation:

Prepare and submit your contribution in the following format:

  1. Use Microsoft Word with Courier or Times Roman and set all text to size 12-point type, double spaced.
  2. Title – upper and lower case.  Set the first level subheading in ALL CAPS.  Set second level sub-headings in title case (capitalize significant words and all words with 4 or more letters).  No italics in headings.
  3. Margins set to 1 inch on all sides.  Left side justification, right side ragged.
  4. Include a cover page that contains:
    1. Name, title, school affiliation, department and email address for each presenter,
    2. Bio, not to exceed 3 sentences, for the documents primary author(s),
    3. Mini-abstract that was submitted for the Convention program book.

Manuscripts are to be double spaced, and include:

  1. A maximum of 5-7 pages (excluding the cover page, handouts and references)
  2. A summary of the content featured during the presentation,

  3. Any accompanying worksheets, handouts or resource material,

  4. Links to web resources for further information (if applicable),

  5. Cited references.

  6. Automatic hyphenation, formatting, and editing tools should be off.

  7. Use a tab to indent the first line of each paragraph and leave no extra space between paragraphs.

  8. Conclude with references.

  9. Keep backup copies of your files.

Please keep in mind that more artistic submissions may not meet all of the outlined criteria.