Hi everyone,
My name is Tulare Park, and I'm a doctoral candidate at Penn State in Lifelong Learning & Adult Education and am also an assistant professor of social work at Commonwealth University - Lock Haven. I'm reaching out today because a couple of colleagues and I are working on a book, Collaborative Approaches for Embracing Neurodiversity in College Communities. Please consider submitting a proposal and share with your networks. Please let me know if you have any questions and I'd be happy to connect. Thank you and take care,
Tulare
Collaborative Approaches for Embracing Neurodiversity in College Communities
Call for Chapters
Proposals Submission Deadline: September 9, 2024
Full Chapters Due: December 2, 2024
Introduction
In recent years, there has been a growing recognition of the diverse range of neurodevelopmental variations within the college student population. This acknowledgment has paved the way for a shift towards fostering inclusive environments that support the academic success and holistic well-being of neurodivergent students. To contribute to this important dialogue, we are pleased to announce a call for proposals for chapter submissions to our forthcoming textbook titled Collaborative Approaches for Embracing Neurodiversity in College Communities.
Objective
This textbook aims to explore various aspects of neurodiversity on college campuses, with a focus on collaborative initiatives that promote inclusivity, foster community engagement, and support the successful transition to college and the workplace for neurodivergent individuals. Often support for neurodivergent students is researched and practiced in silos. This textbook will highlight collaborative efforts to create truly inclusive environments where neurodivergent students belong. The chapters will educate campus leaders, instructors, program directors, staff and students, offering scholarly resources and innovative practices for supporting neurodivergent learners.
Target Audience
The target audience for this text includes faculty Teaching and Learning Centers, college/university administrators, individual faculty members and departments, as well as program directors and curriculum designers in higher education. It is also intended for those involved in campus life and professional development programming for college students, such as student affairs and career counseling offices. College leaders, including provosts, deans, human resources personnel, and grievance coordinators who support faculty, departments, and department administrators will find this text valuable. Additionally, this book aims to increase college students' knowledge of the neurodiversity support available and empower them to advocate for these resources. Parents preparing students for the transition to college and supporting them throughout their college experience are also a crucial part of the audience for this text.
Recommended Topics
• Understanding Neurodiversity: Exploring the spectrum of neurodevelopmental variations, including autism, ADHD, dyslexia, Tourette syndrome, and other conditions, and their impact on learning and socializing. • Comorbid Challenges: Neurodiversity, mental health, and the importance of student health centers. • Collaboration Across Campus: Strategies for interdisciplinary collaboration among faculty, staff, administrators, program directors, student affairs professionals, athletics, and community partners to create inclusive environments and support neurodivergent students. • Inclusive Community Building: Innovative approaches for building inclusive college communities that celebrate neurodiversity, promote acceptance, and combat stigma. • Transition to College: Best practices for supporting the transition of neurodivergent students from high school to college, including pre-college preparation, orientation programs, and ongoing support services. • Effective Collaborative Designs in Higher Education: Exploring models of communication leading to co-teaching, co-mentoring, and supporting peer mentoring. • Supporting Neurodivergent Learners in Higher Education by Applying Social Work Principles: Applying person-in-environment perspective, strengths-based perspective, systems theory, and allyship to support neurodivergent students. • Supporting Neurodivergent Learners in Higher Education by Applying Adult Education Theory: Experiential learning, self-directed learning, transformational learning, andragogy, sociocultural learning and learning through a Community of Inquiry. • Neurodiverse Allyship: Strategies for fostering allyship among students, faculty, and staff to create inclusive environments for neurodivergent individuals. • Universal Design and Universal Design for Learning: Implementing universal design principles and practices to create accessible learning environments for all students. • Inclusive Social Opportunities for Students: Creating opportunities for neurodivergent students to engage in inclusive social activities and communities on campus. • Career Development Supports for Neurodivergent Students: Providing career development resources and supports tailored to the needs of neurodivergent individuals, including internships, mentorship programs, and job accommodations. • Neurodivergent Lives: Examining the lived experiences of neurodivergent learners on college campuses. • Diversity, Equity, Inclusion & Belonging: Neurodiversity and the DEIB discussion. • Embracing Parent Knowledge: Partnering with parents and family members to support neurodivergent learner success. • Developing College Experiences for Learners with Intellectual Disabilities: Exploring certificate programs, student affairs and athletics connections, fostering independence and life skill development, and college student mentoring. • Neurodiversity Theory and Practice: Bringing together researchers, graduate and doctoral programs, teaching, curriculum, and higher education departments, and campus practitioners.
Submission Procedure
Researchers and practitioners are invited to submit on or before September 9, 2024, a chapter proposal of no more than 1,000 words clearly explaining the mission and concerns of his or her proposed chapter. Proposals should include the following in the Chapter Proposal section: a brief abstract summarizing the chapter's content, objectives, and key arguments; the proposed chapter outline or structure; and a brief statement outlining the relevance of the proposed chapter to the objectives of the textbook. Limit proposal to 1000 words or less. Proposals should include the following in the Additional Information section: Brief author(s) bio. Authors will be notified by October 1, 2024 about the status of their proposals and sent chapter guidelines. Full chapters of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted by December 2, 2024, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ [igi-global.com] prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Collaborative Approaches for Embracing Neurodiversity in College Communities. All manuscripts are accepted based on a double-anonymized peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Please use this link to access the call for chapters and for information on proposal submission:
https://www.igi-global.com/publish/call-for-papers/call-details/7924 [igi-global.com]
Important Dates
September 9, 2024: Proposal Submission Deadline
October 1, 2024: Notification of Acceptance
December 2, 2024: Full Chapter Submission
January 30, 2025: Review Results Returned
April 15, 2025: Final Acceptance Notification
April 30, 2025: Final Chapter Submission
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com [igi-global.com]. This publication is anticipated to be released in 2025.
Editors
Carol Rogers-Shaw, University of Dayton, United States
Tulare Park, Commonwealth University of Pennsylvania, Lock Haven, United States
Kayla Mohney, Commonwealth University of Pennsylvania, Lock Haven, United States
Kari Sheward, University of Dayton, United States
Inquiries
Carol Rogers-Shaw University of Dayton carshaw33@gmail.com Tulare Park Commonwealth University of Pennsylvania, Lock Haven tpark@commonwealthu.edu Kayla Mohney Commonwealth University of Pennsylvania, Lock Haven kayla.mohney@gmail.com Kari Sheward University of Dayton ksheward@thetangramway.org
Classifications
Education
#DisabilityIssues------------------------------
Tulare Park
Assistant Professor
Commonwealth University of Pennsylvania
Lock Haven PA
+1 (570) 484-3074
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