Call for Chapters: Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education


Gabriele I.E. Strohschen and Kim Lewis

Call for Chapters

Proposals Submission Deadline: May 15, 2018
Full Chapters Due: October 30, 2018
Submission Date: December 30, 2018


In Competence-based and Social-situational Approaches to Facilitating Learning in Higher Education, the authors discuss project-based, social-situational instructional practices within community engagement as a method for educating adults. The approaches to designing and implementing learning activities show how to optimize community and business ‘knowledge assets’ to collaboratively design and implement curricula in order to work toward social justice and community development. Grounded in several years of action research and participation in such project-based settings, teachers, learners, and other stakeholders present a broad spectrum of perspectives, based on experiences in their respective position and roles. Their examined experiences lead to recommendations for instruction and mentoring approaches for meaningful facilitation of learning innovations for teachers, learners, and community activists. This book also describes administrative structures for policy and decision-making responsibilities in higher education institutions.


  • To describe a theoretical, philosophical framework for designing instruction and authentic assessment (Metagogy);
  • To explain instructional design features in applied study that offers both knowledge and skill building within social and civic engagement project;
  • To narrate and analyze the perspectives of adult learners about non-conventional instructional experiences in community projects and practice settings;
  • To provide applicable information for the design and implementation of social-situational and competence-based learning within emancipatory education (á la Freire) for adult students and community stakeholders;
  • To portray concepts of administrative structures for post-secondary education, aligned to learners, educational institutions, business, and community

The concepts and perspectives offered in this book build on the assets that we find amongst stakeholders in education endeavors for adults in an effort to serve students, practitioners, and decision-makers in higher education settings improve their multi-faceted praxes. The chapters focus on the "what, how, and why" of instructional design for non-conventional adult education practices that provide relevant and meaningful instruction.

Target Audience

The target audience of this book will be composed of professionals in higher education settings for adult and non-traditional learners, and for cross-sector stakeholders:
  • ISD professionals
  • Adult Education practitioners
  • Faculty
  • Administrators
  • Urban/community developers
  • Community activists
  • NFP education workers
  • Private funding and research organization staffers
  • DoE staffers

Recommended Topics

Learning, Teaching, and Assessment
  • Life Experience and Competence-based Education: Student Empowerment and the Reflective Process
  • Transformational Learning in Project-based Settings
  • Cross-cultural Awareness by Means of Liberatory Education
  • Competency-based Education: Adult Learners’ Perspectives
  • Practice Settings as Real-Life Learning Studios: Social-situational Learning Approaches in Urban Communities
  • Confronting and Countering ~isms by means of Liberatory Adult Education
  • Challenges with CBE Program Designing in High Education: Shared Struggles by Administrators, Funders, and Accreditation entities
  • CBE Today vii. Imagining Higher Adult Education for All
Competence-based instructional methods
  • Social-situational learning approaches
  • Community-based learning projects
  • Authentic assessment concepts
  • Asset-based community development
  • Service-learning and beyond
  • Social, civic, and political engagement as context for applied study
  • Student perspectives on the high education experience
  • Needs of non-traditional and adult students (e.g., returning student; veterans; differently abled; students with special needs, working adults, culturally-grounded students, etc.)
  • Institutional barriers to non-conventional academic program structures
  • Business models for non-conventional academic program structures
  • Thinking in, out, and without boxes in ISD
  • The role of faculty in contemporary higher education
  • Mentoring and coaching as a means for facilitating learning
  • Community and business stakeholders’ expectations of university partnerships
  • Related themes can be proposed

Submission Procedure

Researchers, students, and practitioners are invited to submit on or before June 15, 2018, a chapter proposal of 1,000 (but no more than 2,000) words clearly explaining the mission and concerns of proposed chapters. Authors will be notified by June 30th, 2018 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 15, 2018, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind 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. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial DiscoveryTM online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2019.

Important Dates

June 15th, 2018: Proposal Submission Deadline
June 30th, 2018: Notification of Acceptance
September 30th, 2018: Full Chapter Submission
November 15th, 2018: Review Results Returned to Chapter Authors
December 15th, 2018: Revised Chapter Submission from Chapter Authors
December 30th, 2018: Final Acceptance Notification
January 15th, 2018: Final Chapter Submissions


Kim Lewis
DePaul University 312.479.8254

Gabriele Strohschen
DePaul University 312.523.5132

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