Cover image for Journal of General Education: A Curricular Commons of the Humanities and Sciences

Journal of General Education

A Curricular Commons of the Humanities and Sciences

Christopher P. Long, Editor


Quarterly Publication
ISSN 0021-3667
E-ISSN 1527-2060
Recommend to Library
Code of Ethics

Journal of General Education

A Curricular Commons of the Humanities and Sciences

Christopher P. Long, Editor

  • Description
  • Board
  • Submissions
  • Pricing
  • Indexing

Journal of General Education: A Curricular Commons of the Humanities and Sciences (JGE) is devoted to the ideas and ideals of scholarship that enlighten the understanding of the general education curriculum. General education reaches across disciplinary and professional concentrations to provide an undergraduate educational commons. JGE engages academic communities and the broader public about general education experiments and innovation, including but not limited to the assessment, history, philosophy, and theoretical commitments of general education.

In short, JGE is focused not on a scholarship of general interest to those engaged in undergraduate education. Rather, JGE is a scholarly community interested in general education as a distinctive cornerstone of the arts of liberty that prepare citizens to live engaged, responsible, and meaningful lives.

JGE is particularly interested in thoughtful reflections and reports from those who are currently undertaking general education reform. In addition, JGE welcomes proposals for special issues of the Journal. Please contact the Editorial Office at

We encourage you to engage the journal community online through our Twitter account: @JGenEdu.

Christopher P. Long, Michigan State University

Advisory Board
Sean Burns, Northwestern University in Qatar
John Dedrick, Kettering Foundation
Rosa Eberly, The Pennsylvania State University
Connie Flanagan, University of Wisconsin Madison
Walter E. Fluker, Boston University
Tanya Furman, The Pennsylvania State Unviersity
Sukhwant Jhaj, Portland State University
Stephanie Kenen, Harvard College
John F. Kutsko, Executive Director, Society of Biblical Literature
Steven Lamy, University of Southern California
Lisa Lattuca, University of Michigan
Sondra Myers, University of Scranton
Cynthia Nearman, Guilford College
Sandra Richards, Northwestern University in Qatar
Randy Swing, Association For Institutional Research

Editorial Assistant
Bethany Laursen, Michigan State University

Special Issue Call for Papers: Civic Engagement in General Education

Co-editors: Dr. Margaret M. Mulrooney (James Madison University) and Dr. William J. McKinney (Indiana University)

The Journal of General Education, in partnership with AASCU’s American Democracy Project (ADP) and the Association for General and Liberal Studies (AGLS), invites submissions for a special issue scheduled for publication in 2019.

The term "Civic Engagement" is everywhere in higher education. On many campuses, it serves as a synonym for some form of reciprocal, community based, service-learning. However, it should also encompass efforts to advance the knowledge, skills, and dispositions needed for effective political participation in a representative democracy. Due to a growing body of scholarship that highlights the political disaffection of American youth aged 18-30, colleges and universities have greatly expanded the range of curricular and co-curricular approaches to civic learning, broadly. At the same time, new attention is focused on the enduring value of general and liberal studies programs, that is, the part of a baccalaureate degree that historically prepared people for life in a free society. Demographic shifts, economic uncertainties, technological disruptions, and ideological divisions are challenging faculty and administrators alike to revamp traditional pedagogies, rethink distributive models, and restructure core curricula around essential learning outcomes. This special issue will contribute to the ongoing dialogue about civic engagement and liberal education by fusing the two together.

Examples of appropriate topics include but are not limited to the following:

How civic learning is embedded in your institution’s core curriculum or general education program (or how you are redesigning the program to include it).

Innovative pedagogical practices that explicitly advance civic skills—practices like deliberative dialogue, debate, role-playing, social media, and civic technologies.

The relationship between voter registration and voter education; the nature of co-curricular and curricular partnerships, such as projects involving student affairs and academic affairs.

General education program courses, assignments, outcomes that explicitly connect service-learning, experiential learning, or community engagement to political or democratic engagement.

Methods used to measure civic learning/democratic learning—authentic, embedded assessment vs self-report? Are you using NSSE or NSLVE?

Whether and how civic content and courses are impacted by state mandates, regional accrediting bodies, transfer articulations, town-gown relations.

The process by which faculty developed civic learning outcomes; whether those outcomes reflected certain disciplinary perspectives or battles on campus.

We encourage submissions from activists, researchers, instructors, administrators, and students alike.

Submission Deadline: March 1, 2019

Submission questions can be directed to the editorial team at

All manuscripts must be submitted through our online system. Please visit this site to create an author account, view detailed author guidelines, and submit:

The Journal invites submissions from 1,000-7,000 words in length, depending on the type of submission:

- Essays, literature reviews, position papers, and critical self-reflections about ongoing general education reform should be between 1,000 and 5,000 words.

- Synopses of innovative programs and practices in schools and colleges should be between 1,000 and 3,000 words.

- Research articles on general education or general learning should not exceed 7,000 words.

- Book reviews should be between 1,000 and 3,000 words.

- The Journal welcomes alternative manuscript formats such as poems, dialogues, and ethnodramas, so long as the abstract justifies how the format supports the content. Such alternative formats have flexible word count requirements, and these will be assessed during peer review.

Articles are selected for the original ideas, cogent arguments, and creative approaches they contribute to enriching the general education endeavor. Each article is assessed by the editors and reviewers for its contribution to the scholarship on general education. Articles that do not match the mission of the Journal (see Description page) will be rejected. Please contact the Editorial Office with submission questions at

Institutional Print & Online - $221.00

Institutional Print or Online - $156.00

Institutional Single Issue - $44.00

Individual Print & Online - $70.00

Individual Print or Online - $49.00

Individual Single Issue - $17.00

Outside US add Shipping & Handling - $38.00

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