Call for Proposals

Fall 2027 Annual Issue

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What are you learning through your work—and what might other community college educators learn from it?

The North Carolina Community College Journal of Teaching Innovation (NCCCJTI) invites proposals from faculty, staff, leaders, graduate students, and collaborators whose work contributes to teaching, learning, and institutional innovation within North Carolina’s community colleges.

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The Journal publishes one annual issue featuring practitioner scholarship, research, reflection, and critical reviews. We welcome a broad range of topics, including student success, teaching practices, curriculum design, student voice, access and belonging, workforce preparation, dual enrollment, technology and artificial intelligence, assessment, and leadership.

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We seek work that connects professional experience with thoughtful inquiry and offers insights useful beyond a single classroom or campus.

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The Journal serves as a statewide venue for reflective, evidence-informed inquiry grounded in professional practice. We seek manuscripts that move beyond description to examine impact and contribute insight beyond a single classroom or campus.

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Our goal is to cultivate and share scholarship that strengthens student success, belonging and access, workforce preparation, and institutional effectiveness across the North Carolina Community College System.

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The Journal uses a collegial, developmental peer review process designed to support authors in strengthening promising work and connecting practice to broader scholarship.

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Begin with a Proposal

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Submit a 300–500 word proposal that identifies:

• Your topic and proposed submission category.

• The guiding question, problem, or challenge your work addresses.

• The approach, experience, research, or evidence you will draw upon.

• Your anticipated contribution to community college practice or scholarship.

Include the proposed title and each author’s name, role, institution, and email address.

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Deadlines

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Proposal deadline: March 15, 2027
Proposal decisions: April 10, 2027
Full manuscript deadline: June 10, 2027
Anticipated publication: October 2027

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Authors whose proposals are accepted will be invited to submit full manuscripts for review. Proposal acceptance does not guarantee publication. The Journal uses a collegial, developmental peer review process to help authors strengthen promising work.

 

Submission Categories

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As the journal continues to grow, we have refined our submission categories to better reflect the work community college educators are already doing. In particular, we now explicitly highlight Practitioner Scholarship as a central category.

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​Practitioner Scholarship (3000–5000 words)
Articles grounded in teaching and leadership practice, informed by research or theory, and focused on improving student learning, curriculum design, or institutional effectiveness. These submissions move beyond opinion by offering concrete strategies, examples, and evidence of impact.

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Research Articles (4000–6000 words)
Empirical or theoretical studies that contribute to the broader scholarship of teaching and learning, including qualitative, quantitative, or mixed-methods research.

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Graduate Student Contributions (1500–3000 words)
Research or practice-based work from graduate students, including adapted thesis projects, applied research, or practitioner-focused studies.

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Opinion / Reflection Essays (800–1200 words)
Thoughtful perspectives on teaching, learning, or leadership grounded in professional experience. These pieces emphasize insight and reflection rather than formal research or evidence.

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Book or Resource Reviews (1000–1500 words)
Critical reviews of books, technologies, or other resources relevant to community college educators and leaders.

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What We Mean by Practitioner Scholarship

Practitioner scholarship bridges the gap between classroom practice and research. These articles typically:

• Identify a clear problem, challenge, or question emerging from practice

• Describe a specific strategy, intervention, or approach

• Connect that work to relevant research or theory

• Share evidence of impact (student work, outcomes, reflections, or data)

Our goal is to highlight work that is both grounded in real classrooms and useful to other educators.

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Preparing Your Manuscript

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Full manuscripts should follow the Publication Manual of the American Psychological Association, Seventh Edition. Include a title page, abstract, keywords, and appropriate citations and references. Use APA formatting for headings, tables, and figures. The title page, references, tables, and figures do not count toward the word limit.

Authors should review the Journal’s full submission guidelines and its Vision, Mission, and Scope before submitting.

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Send proposals and questions to:

Dr. Elizabeth Braun, Editor-in-Chief
ebraun@cvcc.edu

Learn more: www.ncccfa.org/ncccjti