Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning.
Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to:
• student/teacher relationships
• student/teacher characteristics
• student/teacher identity construction
• student learning outcomes
• student engagement
• diversity, inclusion, and difference
• social justice
• instructional technology/social media
• the basic communication course
• service learning
• communication across the curriculum
• communication instruction in business and the professions
• communication instruction in civic arenas
In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as:
• Analytic review articles: agenda-setting pieces including examinations of key questions about the field
• Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues
For more details about how to submit your research to Communication Education, please review our Instructions for Authors.
Unless specifically indicated otherwise, articles in this journal have undergone rigorous peer review, including screening by the editor and review by at least two anonymous referees.
