JAEPL: Journal of the Assembly for Expanded Perspectives on Learning


Wendy Ryden
Affiliation: Long Island University


The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond traditional disciplines and methodologies.

The purposes of AEPL, therefore, are to provide a common ground for theorists, researchers, and practitioners to explore ideas on the subject; to participate in programs and projects on it; to integrate these efforts with others in related disciplines: to keep abreast of activities along these lines of inquiry; and to promote scholarship and publications of these activities.

The Journal of the Assembly for Expanded Perspectives on Learning, JAEPL, meets this need. It provides a forum to encourage research, theory, and classroom practice involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from pre-school through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies of learning to share their practices and confirm their validity through publication in professional journals.

Topics of interest include, but are not limited to: intuition, insight, emotion, silence, spirituality, meditation, multimodality, environmentalism, ecoliteracy, social justice, (meta)cognition, body wisdom, and felt sense.

JAEPLis indexed in the MLA Bibliography and a member of CELJ.

Membership in the AEPL includes that year's issue ofJAEPL.

Send submissions, address changes, single copy requests, letters to the editor, and all other editorial correspondence to Wendy Ryden,wendy.ryden@liu.edu.

Editorial policies and author's guidelines can be found online.



(Deadline for Submissions: June 1, 2021)

Download this CFP

In an environment where liberal arts programs shrink while professionalization increases in the university, what role does creative writing, in all its forms, play now? Is it a luxury elective with little to no practical value, or a hard-working, performative genre vital to our personal and societal well-being?

This special section with an intended publication date of 2022 focuses on the contemporary standing of creative writing in higher education, where we are, how we practice and imagine it, what trends have gotten us here, and where we might be headed in terms of the university'sand world'sfuture.

Consistent with JAEPL's mission, we seek scholarly, researched articles with "expanded perspectives" on what it means to teach, learn, practice creative writing, and that ask what are the possibilities and problems for these genres in our current moment of teaching and learning. Note: we are not seeking creative writing pieces, but we are open to all forms of scholarship.

Topics might include:

  • All aspects of pedagogy/craft/purpose
  • Evolving definitions and genres of CW and relationship to other creative practices/products in and outside of the university
  • CW Across the Curriculum
  • Role/place of CW in writing programs, other schools/departments Graduate versus undergraduate practices/theories/locations Connection/disconnection between CW and Comp/rhet theories/practices Student/faculty/administration perceptions/attitudes of/towards CW Assessment and transfer
  • Social impact/dimensions of the CW class Elitism/access/availability/ relevance/belletrism Declining readerships/publishing venues

Please submit completed articles of 6,000-10,000 words by June 1, 2021 to the Editor Wendy Ryden at wendy.ryden@liu.edu. Queries welcome.


Archived issues of JAEPL are available online through the continuing support of the Tennessee Research and Creative Exchange.


The Legacy of James Moffett: His Shaping Influence on Writing Studies, English Education, and the Teaching of English (edited volume)

Readers and contributors to JAEPL may be interested in this CFP as well.