The UNC System Learning and Technology Journal publishes the proceedings from the UNC System Learning and Technology Symposium and special issues on relevant topics.
The UNC System Learning and Technology Symposium, held annually or bi-annually, showcases innovative and effective practices across the system. It’s clear that the future of learning is multi-modal, champions inclusion and equity, and promotes openness. We must work in increasingly collaborative ways, and establish cross-campus and system partnerships to achieve our goals. Faculty, librarians, staff, and graduate students across the system are invited to participate to learn from one another and share innovative and effective practices in technology-enhanced learning in all modes. We welcome a range of formats, from ideas in formation to case studies and other approaches.
Please see ANNOUNCEMENTS for the current CALL FOR SUBMISSIONS.
2023 Conference "Sadhana: Art and Philosophy of Curvilinearity"
Sadhana, daily dance practice, is a sacred space for dancers engaged in Odissi dance, an eastern Indian traditional art form. Every Odissi dancer claims her identity within the field of dance through daily practice of foundational steps as well as canonical repertoire. This space is also one of innovation and resistance, as noted by dance-scholar/ film-maker Nandini Sikand. While Odissi dancer Bijayini Satpathy finds this space for intentionality within corporeal exploration and expansion, educator-choreographer Rohini Dandavate finds this generative for socio-political relevance. Mangalacharan (invocation) to Moksha (transformative freedom) animates the life and being of every Odissi dancer. This conference is a modality of engaging with this traditional configuration and proposition while infusing it with social justice initiatives, such as anti-caste, anti-racist, anti-imperialist, anti-capitalist, and anti-classist resistance. This conference will be an online conference held on video-conferencing because we want to be as inclusive as possible. It will have an in person component catering to the local Indian community as well as the regional and national Odissi dancer community.
South Asian Dance Intersections is a progressive, scholarly, blind peer-reviewed, and open-access journal which seeks to publish a unique blend of original high-quality research in scholarly, choreographic, contemporary, community-building, and technical explorations within South Asian dance and its interdisciplinary intersections. It seeks to publish policy, theory, and practice articles, reflection essays, book and resource reviews, and arts-based works related to all aspects of dance appreciation in South Asian performing arts in both discursive and embodied contexts. It desires to make connections between the verbal and performative in live-performance, pedagogy, and creative interpretations. It also provides a forum for the social activist scholar and artist to use writing and other forms of representation as vehicles for ventures at the intersection of artistic excellence and social justice. Submissions undergo a peer-review process. There are no author fees.
History: The University of North Carolina at Charlotte Undergraduate Research Journal is an open-access and peer reviewed journal of scholarly work conducted by undergraduate students. The goals of this journal are to: 1) provide a platform through which undergraduate students who conduct novel research at the University of North Carolina at Charlotte may publish their work, 2) allow students on the review board to experience the peer review process, and 3) share research that is conducted at the University of North Carolina at Charlotte with the Charlotte community and beyond. Manuscripts undergo a rigorous review process by a board of student and faculty reviewers. This journal accepts scholarly work from multiple disciplines.
Please note that the Journal is currently on hiatus and not accepting new submissions. We hope to resume activity later in 2024.
Teaching for Excellence and Equity in Mathematics (TEEM) aims to engage mathematics education topics involving excellence and equity simultaneously (rather than either in isolation) in a way that connects research to classroom practice and can directly inform the practice of teachers or professional developers. The articles in TEEM must align with the mission of TODOS: “to advocate for an equitable and high quality mathematics education for all students -- in particular, Latina/o students.” The journal defines equity broadly, including (but not limited to) issues of language, gender, ethnicity, race, culture, and accessibility. TEEM welcomes contributions from diverse viewpoints and stakeholders, including: teachers, teacher-leaders, administrators, professional developers, teacher preparation faculty, etc.
Dialogues in Social Justice: An Adult Education Journal (DSJ) (ISSN 2578-2029) is a scholarly, blind peer-reviewed, open-access journal which seeks to publish a unique blend of original high-quality research, policy, theory, and practice articles, reflection essays, book reviews, and resource (curriculum guides, sample lessons, innovative pedagogy) reviews, and arts-based works related to all aspects of social justice in the field of adult, continuing, and adult higher education. DSJ desires to make connections between the study and practice of social justice education from its historical and global roots in adult education to contemporary social justice research and practice. Submissions undergo a peer-review process. There are no author fees.
The mission of HS Dialog: The Research-to-Practice Journal for the Early Childhood Field is to: a) offer a quality outlet for research results to the Head Start and broader early childhood community, b) ensure that research results are effectively translated for practice and policy, and c) provide a forum for communication between researchers and practitioners. This journal is a publication of the Center for Educational Measurement and Evaluation (CEME) at the University of North Carolina at Charlotte.
To view our latest issue and to preview accepted articles that will appear in future issues, click here.
The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.
The Urban Education Research & Policy Annuals (UERPA) is a graduate student journal that is published annually by the Urban Education Collaborative at the University of North Carolina at Charlotte. This double-blind peer reviewed journal will consist of empirical and theoretical research written by masters and doctoral-level students in the areas related to urban education. The UERPA includes original articles, brief reports, and book reviews in the areas of educational reform, educational equity for underrepresented groups, racially diverse perspectives, multiculturalism, teacher education models, student achievement, urban school populations, and academic and social needs for urban students. Articles on other topics will be accepted if they have a clear relationship to research, policy, or practice in urban education.
Chief Editor: Dr. Chance Lewis, Belk Distinguished Professor and Endowed Chair of Urban Education, UNC Charlotte
The purpose of the Undergraduate Journal of Psychology (UJOP) is simple: Encourage, support, and facilitate engagement in science and disseminate exceptional undergraduate research.
UJOP is a refereed, open-access journal, open to undergraduate students across the U.S. and around the globe. The journal is dedicated to publishing original, student-authored manuscripts. With nearly 30 volumes published since 1987, the Undergraduate Journal of Psychology (UJOP) is the oldest scholarly-reviewed undergraduate journal of Psychology in the U.S.