Call for Chapters: Learner-Centered Approaches to Teaching in an Age of Transformational Change


Billi Bromer, Brenau University, United States
Caroline Crawford, University of Houston - Clear Lake, United States

Call for Chapters

Proposals Submission Deadline: November 3, 2021
Full Chapters Due: January 16, 2022
Submission Date: January 16, 2022


The transformational changes that have been viewed and experienced over the 2020 through 2022 years have been supported by the spread of the COVID-19 pandemic and subsequent variants. The social changes, in addition to changes brought about by the pandemic, have both broadened the processes of teaching and learning and brought to the fore many issues that may have existed but were not fully articulated or so clearly highlighted prior to the pandemic’s social, cultural, and educational impacts. The immediacy of the pivot to virtual environments became not only a viable alternative to traditional face-to-face formats, but also a preferred environment for those seeking to maintain the rhythm of education. Issues related to inequitable access to educational processes through technology became vividly apparent and, in some instances, challenging to address. Further difficulties have been realized, associated with the layered expectations and diverse needs that educators are expected to address without appropriate training and expertise to support the full spectrum of educational needs. Issues around diversity, equity, and inclusion have been highlighted as requiring redress throughout the transformational changes occurring within both teaching and learning. Although educators were aware of the concepts of stress and trauma as aggravating factors in the learning process, never before have those factors been so widespread and unrelenting. As such, trauma-informed instruction and restorative learning have been highlighted as an additional area of expertise to be added to an already overwhelmed professional educator’s efforts.

We are in an age of transformational change, in which learning has a wider scope of understanding and long-term impact than ever before. Those involved in the profession of teaching and learning require additional training and subject matter support, towards developing a broader and more profoundly complex and thoughtful understanding of the learner as affected by multiple evolving sociological events and associated needs. More than ever before, a broader and widely encompassing understanding of the learner is needed, inclusive of a learner-centered approach to both teaching and learner cognitive engagement.

Although an understanding of the needs of learners is vital to forming a basis for action, understanding alone will not be adequate. Strategies that reflect new understandings of social-emotional needs, inclusive of the effects of trauma as resulting in trauma-informed instruction to provide meaningful support, are important transformations to attain. As such, theoretical, research, strategic, and real world strategies come together through this opportunity to recognize the larger transformational changes that are currently occurring throughout the teaching, training and learning professional realms.

The book will draw from a wide range of experts and provide a burgeoning understanding of the effects of these rapidly moving transformational changes that are occurring in the processes of teaching and learning. The book will explore a wide range of issues relevant to a learner-focused approach from the youngest ages through adult learners, including a focus upon diversity and inclusion, equity of access and opportunity, whole learner teaching, social learning, learning environment considerations, and multiple additional relevant topics.


The pandemic has vividly demonstrated multiple challenges in teaching and learning that have highlighted not only the need for alternate teaching formats and strategies but also the need for an enhanced understanding of the diverse needs of learners.

The objectives of this proposed book are focused upon the personal challenges invoked by the health outcomes of the pandemic. They have made explicit the need for more sensitive understanding of the consequences of stress and awareness of trauma-informed and restorative educational practices. The social limitations imposed by isolation throughout the heath crisis have intensified the importance of addressing the social and emotional, as well as academic, needs of students of all ages. Teaching the “whole child” is a key underlying approach to facilitate maximum learning.

The impact of this proposed book is a further understanding of the ongoing physical and mental health related consequences of the pandemic and their impact on teaching and learning. In addition the impact encompasses a reality that we have also attained heightened awareness of the inequities related to income, ability, and race that the health crisis so keenly revealed. Some inequities have demonstrated diminished opportunities for some learners to pivot to virtual learning because of limited access to broadband or an inability to access adequate hardware and software. Inequities for other learners with exceptionalities have been evident in the lack of direct access or inadequately modified needed educational services.

The value of the proposed book revolves around the consequences of the changes in instruction, and in some instances the absence of instruction, caused by the health crisis that have not yet been adequately assessed nor addressed. The extent of potential learning loss caused by many months of alternate – and sometimes inconsistent – teaching has yet to be determined. Teachers’ lack of professional development and experience instructing within a remote, virtual, online learning environment has been inherently obvious. The metaphoric representation of teachers “drinking from a firehose” while desperately attempting to learn how to maneuver and facilitate instruction through a digital venue has clearly highlighted a lack in teacher preparation and professional development, as well as gaps in effort and readiness highlighted in educational systems at the beginning of the pandemic.

This publication will examine the abundant transformational changes that have occurred and provide strategies to understand and address them. It is undeniable that education has been impacted by the events of the last two years. Educators require the evolving understandings of what teaching and learning means in 2022 following two years of an unexpected upheaval to all manifestations of education.

Target Audience

This book can be used in multiple contexts. It is appropriate for professionals in the field of education and teacher education but can also be widely applied to all applications of online instruction. The book can be viable within graduate coursework as a primary textbook; the text can support teachers and researchers in the field of education, with special focus upon K-12 classroom educators and coaches; the publication can be useful and effective with K-12 administrators, higher education instructional faculty and administrative leadership, business and industry human resources and associated talent development with workforce solutions personnel, military educators. The book can incorporate an even larger realm of understanding within medical educators, and social workers who support children and young adult learners, as well as researchers who are focused upon the impact of diversity, equity, inclusion, and trauma influences and impacts within the learning experience. The proposed book brings forward guidance and support for policymakers, not only at the local level but also at the state, local, and international levels of policymaking and understanding around this critical subject matter resulting from the world-wide health crisis.

Recommended Topics

A description of topics and themes that are sought for possible inclusion in this book include, but are not limited to, the following:
• learner-centered approach
• transformational change
• social and cultural impact of the pandemic
• educational strategies
• cognitive engagement
• online learning
• hybrid format
• learner centered teaching
• whole child teaching
• adult learners
• diversity
• equity and inclusion
• trauma informed instruction
• post-traumatic stress disorder support
• post-traumatic stress disorder learning
• restorative learning
• learning loss
• social learning
• communities of learning
• communities of practice
• teaching as facilitator
• supporting the subject matter expert’s move into teaching
• guiding the instructional process
• microlearning as a support for transformational change

Submission Procedure

Researchers and practitioners are invited to submit on or before November 3, 2021, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by November 17, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by January 16, 2022, 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, Learner-Centered Approaches to Teaching in an Age of Transformational Change. All manuscripts are accepted based on a double-blind peer review editorial process.

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


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 This publication is anticipated to be released in 2022.

Important Dates

November 3, 2021: Proposal Submission Deadline
November 17, 2021: Notification of Acceptance
January 16, 2022: Full Chapter Submission
March 1, 2022: Review Results Returned
April 12, 2022: Final Acceptance Notification
April 26, 2022: Final Chapter Submission


Billi Bromer, Brenau University

Caroline Crawford, University of Houston - Clear Lake


Business and Management; Computer Science and Information Technology; Education; Environmental, Agricultural, and Physical Sciences; Library and Information Science; Medical, Healthcare, and Life Sciences; Media and Communications; Security and Forensics; Government and Law; Social Sciences and Humanities; Science and Engineering
Back to Call for Papers List