Call for Manuscripts: Journal of Nonprofit Education Leadership (JNEL)

Posted by Journal of Nonprofit Education Leadership on May 14, 2019

The Journal of Nonprofit Education and Leadership (JNEL) invites manuscripts for consideration for publication in a Spring 2020 themed issue on the use of high-impact practices (HIPs) in undergraduate philanthropic and nonprofit studies. Manuscripts may be philosophical, conceptual, theoretical, or historical in nature and may be within general education or disciplinary contexts directly related to philanthropic and nonprofit studies (e.g., liberal arts, public administration, business). These include studies at the course, program/department, or institutional level and may also reflect the teaching, learning, or assessment perspectives of faculty, students, administrators, or other stakeholders. A limited number of reviews of scholarly books or resources about teaching HIPs may be considered when examined from the perspective of implications for philanthropic and nonprofit studies.

As a field at the nexus of theory and practice, philanthropic and nonprofit studies has long used pedagogies and approaches now identified as HIPs, such as service learning and internships. But a review of literature reflects that the field has not formally engaged the national conversation surrounding HIPs and their increasingly important role in undergraduate student success, retention, and teaching and learning assessment. Further, simply offering one or more HIPs does not guarantee their positive effects on student outcomes and success—they must be “done well” (Kuh, O’Donnell, & Reed, 2013). This volume seeks to examine HIPs within the context of undergraduate philanthropic and nonprofit studies education (and related general education contexts) to formally connect the two and explore their broader implications for teaching and learning.

HIPs are a specific set of 11 pedagogical practices and opportunities that have been empirically demonstrated to enhance student learning and retention based on analysis of data from the National Survey of Student Engagement (Kuh, 2008). Furthermore, students who participate in more HIPs over time have higher academic success than those who do not, and underrepresented and underserved students benefit the most in such cases, but are less likely to participate in HIPs (Finley & McNair, 2013). These studies prioritize the need for not only quality and fidelity in the use and offering of HIPs, but also equity and access to ensure broad student engagement. One or more of these 11 practices must be the focus of manuscripts. For descriptions, visit Questions can be addressed to Tyrone McKinley Freeman at

August 1, 2019 – Full manuscript due (submissions accepted on rolling basis up to deadline)
October 1, 2019 – Results of double-blind peer reviews communicated to authors
December 1, 2019 – Final revised manuscript due

Please note that final decisions regarding publication will be made by JNEL editors. The submitted papers will need to conform to JNEL’s guidelines for submissions:


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