Editorial Policies

JNCHC

JNCHC Editorial Policy

Journal of the National Collegiate Honors Council (JNCHC) is a refereed periodical publishing scholarly articles on honors education. The journal uses a double-blind peer review process. Articles may include analyses of trends in teaching methodology, discussions of problems common to honors programs and colleges, items on the national higher education agenda, research on assessment, and presentations of emergent issues relevant to honors education. Bibliographies of JNCHC, HIP, and the NCHC Monograph Series on the NCHC website provide past treatments of topics that an author should consider.

Starting in 2019, all submissions to the journals must include an abstract of no more than 250 words and a list of no more than five keywords.

Submissions and inquiries should be directed to: Ada Long at adalong@uab.edu.

Abstracting and indexing services providing coverage of JNCHC are Academic OneFile; Cabell’s Directory of Publishing Opportunities in Educational Curriculum & Methods and Educational Psychology & Administration; Current Abstracts; Education Abstracts; Education Index; Education

Deadlines

JNCHC is published semi-annually. Submission deadlines are March 1 and September 1.

JNCHC Submission Guidelines

We accept material by e-mail attachment in Word (not pdf). We do not accept material by fax or hard copy.

The documentation style can be whatever is appropriate to the author’s primary discipline or approach (MLA, APA, etc.), but please avoid footnotes. Internal citation to a list of references (bibliography) is strongly preferred, and the editor will revise all internal citations in accordance with MLA guidelines.

There are no minimum or maximum length requirements; the length should be dictated by the topic and its most effective presentation.

Accepted essays are edited for grammatical and typographical errors and for infelicities of style or presentation. Authors have ample opportunity to review and approve edited manuscripts before publication.

All submissions and inquiries should be directed to Ada Long at adalong@uab.edu or, if necessary, 850.927.3776.


JNCHC Editorial Board

Editors

Ada Long (English), Emeritus Professor of English and former Director of the University Honors Program, University of Alabama at Birmingham

Editorial Board

William A. Ashton (Psychology), Associate Professor, Behavioral Sciences Department, City University of New York at York College

Gary M. Bell (Early Modern British History), Dean of the University Honors College and Professor of History, Texas Tech University

Suketu P. Bhavsar (Astrophysics), Professor, Department of Physics and Astronomy and Director, Kellogg Honors College, Cal Poly Pomona

Bernice Braid (Comparative Literature), Professor Emeritus of English, Director of Core Seminar, and Former University Honors Program Director, LIU Brooklyn

Phame Camarena (Human Development), Director of University Honors and Professor of Human Development and Family Studies, Central Michigan University

Andrew J. Cognard-Black (Sociology), Visiting Associate Professor, St. Mary’s College of Maryland

Joan Digby (English), Director of the Honors Program and Merit Fellowship, Professor of English, LIU Post

John W. Emert (Mathematical Sciences), Associate Dean of the Honors College and Professor of Mathematical Sciences, Ball State University

Ted Estess (English), Professor of English and Former Dean of the Honors College, University of Houston

Jim Ford (Philosophy/Religious Studies), Director of the Honors Program and Professor of Humanities, Rogers State University

Philip L. Frana (Interdisciplinary Liberal Studies), Associate Professor, Associate Dean of the Honors College, and Co-Director of the Independent Scholars Program, James Madison University

Jay M. Freyman (Ancient Studies) Associate Professor Emeritus of Ancient Studies and Former Director of the Honors College, University of Maryland, Baltimore County

Linda Frost (English), Professor of English and Dean of the Honors College, University of Tennessee, Chattanooga

Raymond J. Green (Psychology), Dean of the Honors College and Professor of Psychology, Texas A&M University-Commerce

Jerry Herron (English), Dean of the Irvin D. Reid Honors College and Professor of English, Wayne State University

Nancy Davis Johnson (Psychology), Associate Professor of Psychology, Queens University of Charlotte

David M. Jones (English), Professor of English and Interim Director of the Honors Program, University of Wisconsin at Eau Claire

Lisa W. Kay (Statistics), Professor and Former Associate Director of the Honors Program, Department of Mathematics and Statistics, Eastern Kentucky University

Christopher J. Keller (English), Associate Professor of English and Associate Director of Mahurin Honors College, Western Kentucky University

John Korstad (Biology), Professor of Biology and Honors Program Networking Director, Oral Roberts University

George Mariz (History), Emeritus Professor of History and Emeritus Director of the Honors Program, Western Washington University

David N. Mowry (Philosophy), SUNY Distinguished Teaching Professor, Honors Program Founding Director Emeritus, Plattsburgh State University

Rosalie Otero (English), Professor Emerita and Former Honors Director, University of New Mexico

Anne Ponder (English), Chancellor Emerita of the University of North Carolina at Asheville and Managing Principal of Anne Ponder Associates

Jeffrey A. Portnoy (English), Associate Dean of the Honors College and Professor of English, Perimeter College, Georgia State University

Rae Rosenthal (English), Director of the Honors Program and Professor of English, Community College of Baltimore County Essex Campus

Rusty Rushton (English), Associate Director of the University Honors Program, University of Alabama at Birmingham

Patricia J. Smith (Higher Education), Assistant Professor, Interim Dean of the Norbert O. Schedler Honors College, University of Central Arkansas

Stephen H. Wainscott (Political Science), Director Emeritus of the Calhoun Honors College, Clemson University

Len Zane (Physics), Emeritus Professor of Physics and Former Dean of the Honors College, University of Nevada, Las Vegas

NCHC Style Sheet

Your submission should center on an idea, not just description or information, and, starting in your introduction, you should be clear about why and how your thesis is relevant, interesting, and useful to an audience of honors administrators, faculty, and/or staff.

Your conclusion should explore the implications of your thesis rather than simply repeating it.

Don’t forget that you need to tie your topic to honors in a specific way.

Avoid blanket assumptions that cannot be backed up with evidence (and thus are often wrong), e.g., “few community colleges have honors programs” or “few honors programs practice outcomes assessment.”

Similarly, be wary of statements like “Little has been written about”; chances are that a lot has been written about it, and you’re obliged to have done that research. Thanks to Jeff Portnoy, NCHC has made such research incredibly easy in relation to honors publications: go to http://nchc.site-ym.com/page/Publications and do a key word search on your topic. The journals and monographs are available online at

http://digitalcommons.unl.edu/natlcollhonors/.

Avoid constructions like “This paper will present research on” or “We intend to show that.” Go ahead and make statements about your topic.

Avoid rhetorical questions. Make statements instead.

Avoid redundancy. Repetition for emphasis is unnecessary if you make your point well the first time.

Use active voice whenever possible. “We found that” is better than “It was found that.”

Avoid starting a sentence with a phrase like “There is” or “It is.” “There is a common belief that” can and should be “A common belief is that.”

If you use italics for emphasis or scare quotes, we will almost always remove them.

Capitalization is absurdly fraught, but “honors program” is capitalized ONLY when it is part of the official title of a program, e.g., “Washington State University Honors Program” but “the honors program at Washington State University.” Similarly, titles and disciplines are capitalized only when part of a formal title, e.g., “Anna is Associate Professor of Philosophy” but “Anna is an associate professor of philosophy.”

Generally avoid contractions, slang, clichés, and other forms of casual writing; formality is appropriate in a journal essay except in rare cases when informality is a strategic choice.

Every rule is made to be broken—but only by outstanding writers.

Guide for Abstracts and Keywords

Abstract

The abstract is what appears in catalogs and indexes, so it needs to be able to stand alone and to encourage as well as inform readers. Limited to a maximum of 250 words, it needs to give a clear, concise sense of your topic and its importance.

The abstract should describe:

  • the central thesis, topic, research question, problem, and/or theory being addressed;
  • the kinds of evidence used to support the thesis; in projects using data, what the data represent, where they come from, the sample size, and the research and/or statistical methods used;
  • the principal finding(s) or conclusion(s);
  • how the findings relate to the question or problem that inspired the research and why they are important.

Keywords

Keywords enable readers to find a research article in databases. A maximum of 5 keywords should represent the content of an article in the context of the relevant discipline(s).

HIP

HIP Editorial Policy

Honors in Practice (HIP) is a refereed journal of applied research publishing articles about innovative honors practices and integrative, interdisciplinary, and pedagogical issues of interest to honors educators. HIP employs a double-blind peer review process. Authors should include discussion of how central ideas and practices may be applied in campus settings other than their own, and the thesis should be located within a larger context such as theoretical perspectives, trends in higher education, or historical background. Essays should demonstrate awareness of previous discussions of the topic in honors publications and other relevant sources; bibliographies of JNCHC, HIP, and the NCHC Monograph Series are available on the NCHC website.

All submissions to the journals must include an abstract of no more than 250 words and a list of no more than five keywords.

Submissions and inquiries should be directed to: Ada Long at adalong@uab.edu.

Abstracting and indexing services providing coverage of HIP are Academic OneFile; Cabell’s Directory of Publishing Opportunities in Educational Curriculum & Methods and Educational Psychology & Administration; Current Abstracts; Education Abstracts; Education Index; Education Research Complete; Education Source; Educator’s Reference Complete; ERIC; InfoTrac; and OmniFile Full Text Mega. Current and back issues of HIP are available in the University of Nebraska-Lincoln’s Digital Commons repository: https://digitalcommons.unl.edu/natlcollhonors/ and for purchase on the NCHC website.

HIP Deadline

HIP is published annually. The deadline for submissions is January 1.

Submission Guidelines

We accept material by e-mail attachment in Word (not pdf). We do not accept material by fax or hard copy.

If documentation is used, the documentation style can be whatever is appropriate to the author’s primary discipline or approach (MLA, APA, etc.), but please avoid footnotes. Internal citation to a list of references (bibliography) is strongly preferred, and the editor will revise all internal citations in accordance with MLA guidelines.

There are no minimum or maximum length requirements; the length should be dictated by the topic and its most effective presentation.

Accepted essays are edited for grammatical and typographical errors and for infelicities of style or presentation. Authors have ample opportunity to review and approve edited manuscripts before publication.

All submissions and inquiries should be directed to Ada Long at adalong@uab.edu or, if necessary, 850.927.3776.

HIP Editorial Board

Editors

Ada Long (English), Emerita Professor of English and former Director of the University Honors Program, University of Alabama at Birmingham

Members

Larry Andrews (Comparative Literature), Dean Emeritus of the Honors College and Professor Emeritus, English, Kent State University

Richard Badenhausen (English), Professor & Dean of the Honors College, Westminster College

J. Robert Baker (English), Professor of English and Director of the Honors Program, Fairmont State University

James D. Bell (Entrepreneurship), Professor of Management, Texas State University

Kate Bruce (Psychology), Professor of Psychology and Director of the Honors Scholars College, University of North Carolina Wilmington

Scott Carnicom (Psychology), Dean of the College of Natural, Behavioral, and Health Sciences and Professor of Psychology, Lock Haven University

James J. Clauss (Classics), Professor of Classics and Former Honors Director, University of Washington

Heather Camp (English), Associate Professor of English, Minnesota State University, Mankato

Lisa L. Coleman (English), Professor Emerita of English and Former Honors Program Director, Southeastern Oklahoma State University

Leslie A. Donovan (English), Professor of Honors College and Affiliated Faculty of English and Medieval Studies, University of New Mexico

Steven Engel (Political Science), Director of the University Honors Program and Associate Professor of Political Science, Georgia Southern University

Bruce E. Fox (Forestry), Professor of Forest Management, Northern Arizona University

Annmarie Guzy (English), Associate Professor of English, University of South Alabama

Carolyn Haynes (English), Professor of English and Associate Provost, Miami University

Melissa L. Johnson (Educational Technology), Associate Director of the Honors Program, University of Florida

Jim Lacey (American Studies), Emeritus Director of the University Honors Program and Professor of English, Eastern Connecticut State University

Karen Lyons (English, Women’s and Gender Studies), Courtesy Assistant Professor of English, Emeritus; Associate Director, University Honors Program, Retired

Alan Oda (Psychology), Professor of Psychology, Former Assistant Director, Honors Program, Azusa Pacific University

Niles Reddick (Humanities), Vice Provost, University of Memphis Lambuth Campus

Mike Sloane (Psychology), Director of the University Honors Program and Associate Professor of Psychology, University of Alabama at Birmingham

Bob Spurrier (Political Science), Director Emeritus of the Honors College and Professor Emeritus of Political Science, Oklahoma State University

Paul R. Strom (Ethics), Honors Residential Academic Program Faculty, University of Colorado Boulder

Emily Walshe (Library and Information Science), Reference Librarian and Associate Professor of University Libraries, Long Island University

Norm Weiner (Sociology), Distinguished Service Professor Emeritus of Sociology and Director Emeritus of the College Honors Program, State University of New York at Oswego

Susan Yager (English), Professor and Faculty Director of the Honors Program, Iowa State University

John Zubizarreta (English), Professor of English and Director of Honors and Faculty Development, Columbia College

NCHC Style Sheet

Your submission should center on an idea, not just description or information, and, starting in your introduction, you should be clear about why and how your thesis is relevant, interesting, and useful to an audience of honors administrators, faculty, and/or staff.

Your conclusion should explore the implications of your thesis rather than simply repeating it.

Don’t forget that you need to tie your topic to honors in a specific way.

Avoid blanket assumptions that cannot be backed up with evidence (and thus are often wrong), e.g., “few community colleges have honors programs” or “few honors programs practice outcomes assessment.”

Similarly, be wary of statements like “Little has been written about”; chances are that a lot has been written about it, and you’re obliged to have done that research. Thanks to Jeff Portnoy, NCHC has made such research incredibly easy in relation to honors publications: go to http://nchc.site-ym.com/page/Publications and do a key word search on your topic. The journals and monographs are available online at http://digitalcommons.unl.edu/natlcollhonors/.

Avoid constructions like “This paper will present research on” or “We intend to show that.” Go ahead and make statements about your topic.

Avoid rhetorical questions. Make statements instead.

Avoid redundancy. Repetition for emphasis is unnecessary if you make your point well the first time.

Use active voice whenever possible. “We found that” is better than “It was found that.”

Avoid starting a sentence with a phrase like “There is” or “It is.” “There is a common belief that” can and should be “A common belief is that.”

If you use italics for emphasis or scare quotes, we will almost always remove them.

Capitalization is absurdly fraught, but “honors program” is capitalized ONLY when it is part of the official title of a program, e.g., “Washington State University Honors Program” but “the honors program at Washington State University.” Similarly, titles and disciplines are capitalized only when part of a formal title, e.g., “Anna is Associate Professor of Philosophy” but “Anna is an associate professor of philosophy.”

Generally avoid contractions, slang, clichés, and other forms of casual writing; formality is appropriate in a journal essay except in rare cases when informality is a strategic choice.

Every rule is made to be broken—but only by outstanding writers.

Guide for Abstracts and Keywords

Abstract

The abstract is what appears in catalogs and indexes, so it needs to be able to stand alone and to encourage as well as inform readers. Limited to a maximum of 250 words, it needs to give a clear, concise sense of your topic and its importance.

The abstract should describe:

  • the central thesis, topic, research question, problem, and/or theory being addressed;
  • the kinds of evidence used to support the thesis; in projects using data, what the data represent, where they come from, the sample size, and the research and/or statistical methods used;
  • the principal finding(s) or conclusion(s);
  • how the findings relate to the question or problem that inspired the research and why they are important.

Keywords

Keywords enable readers to find a research article in databases. A maximum of 5 keywords should represent the content of an article in the context of the relevant discipline(s).