Browse Journals and Peer-Reviewed Series

Cities and the Environment (CATE) (Center of Urban Resilience)

ISSN 1932-7048

Cities and the Environment publishes peer-reviewed scholarship on urban ecology research and urban ecology education.

We encourage submissions of scholarly works of the following types: well-written, relevant articles in English; multi-media products such as simulations, video streams, audio productions and other visualization tools.

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.


All inquiries should be directed to the managing editor.

Senior Editor
Dr. Eric Strauss, Loyola Marymount University
President's Professor of Biology
Seaver College of Science & Engineering

Managing Editor
Maria Curley, Loyola Marymount University

Editorial Board Member
Anne Buckelew, USDA Forest Service

Editorial Board Member
Dr. Dexter H. Locke, National Socio-Environmental Synthesis Center (SESYNC)

Editorial Board Member
Dr. Michele Romolini, Loyola Marymount University

This publication is supported by Loyola Marymount University. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of Loyola Marymount University or the institutions of the affiliated editors.

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (Academic Resource Center)

Welcome to First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience, a publication devoted to the art and scholarship of individuals who identify as "first-generation college" as well as those who support our community.

See the Aims and Scope for complete coverage of the journal.

Journal of Catholic Education (School of Education)

ISSN 2164-0246

The Journal of Catholic Education (formerly Catholic Education: A Journal of Inquiry and Practice) is an open access journal representing Catholic colleges and universities, Catholic education leaders, and scholars from a variety of disciplines who are collectively committed to contributing research and encouraging best practice in Catholic elementary, secondary, and higher education by advancing the field of Catholic educational research.


The Journal of Catholic Education is a refereed, open access, online journal that promotes and disseminates scholarship about the purposes, practices, and issues in Catholic education at all levels.

Governing Board

  • Boston College
  • Catholic University of America
  • Creighton University
  • DePaul University
  • Fordham University
  • Loyola Marymount University
  • Loyola University Chicago
  • Marquette University
  • Marywood University
  • Seton Hall University
  • Saint Louis University
  • University of Dayton
  • University of Notre Dame
  • University of San Francisco
  • Villanova University

Journal of Clinical Art Therapy (Marital and Family Therapy)

ISSN 2161-9018

Journal of Movement Arts Literacy (Dance)

ISSN 2328-3602


Editor-in-Chief: Teresa Heiland, Loyola Marymount University
Editors: Tina Curran The University of Texas at Austin
  Susan Gingrasso, University of Wisconsin at Stevens Point, Emeritus Professor

Call for Papers: Special Issue on Voices of Notators: Approaches to Creating a Score.

Writing a Labanotation score, or any type of movement score, is a form of research, a deep analysis of the inner workings of a choreographer’s dance-work or mover’s creative ideas. Using notation, the score creator translates movement into a symbol-based score of what happens in the dance and also analyses the themes, ideas, and qualities of the movement, in order to compose a score that reveals the theoretical underpinnings of the spirit of the work. Each notator brings her/his own analytical skills to the process of capturing or creating a dance-work. Each dance-work also requires that the notator attend to the salient features of the work that drive the spirit of that dance. In this Special Issue, we invite notators to share their unique process of entering into the creation of a score, and sharing how that process transforms them as researchers and analysts. We are interested in all forms of movement notation

In this Special Issue, we are interested in the practices of creating scores. Consider the following possible topics:

  • Describe how you approach and process the notation of scores in general; what is the practice for you, intellectually, affectively, physically, aesthetically, etc.
  • Describe how you have approached and processed writing a score for a particular dance that was especially interesting, transformative, or challenging for you.
  • Describe how you change your approach to notating a dance based on the ideas and approaches of the choreographer.
  • Describe your process of deciding how you will engage with the dance and the choreographer’s rehearsal process so the score reader better understands what is seen, moved, and expressed by the choreographer. What sorts of things do you learn about a choreographer’s work when notating it that you might not learn when dancing the dance? What does the analysis and research process reveal? How does it inform in ways that learning only in the body does not?
  • The notator preserves, in the score, all the knowledge shared with the dancers and intrinsic to the values of the work. How is this done via the notation system you use?
  • Some notators work by hand on the final autography, and others use software, such as LabanWriter. Describe your unique processes and choices for how you create the final autography.
  • Creating a score is not just like taking a video—but it is truly research and analysis to bring the essence of the dance to the page. What philosophical and educational theories support your experiences with why you notate and notate the way that you do?
  • For those who use scores to create movement, describe your process of deciding how you engage with the notation with the dancers, so the notation scores support engagement in movement and deepen understanding of movement creation intended by you, the choreographer. How do you make the decisions for how to focus the notation for the given choreographic situation?
  • Deadline for paper submission is 15th November 2017.

    While flexible in length, we seek contributions of approximately 4,000 to 8,000 words addressing any of these or related topics. The journal uses Chicago Manual of Style, 17th edition. See "Final Manuscript Preparation Guidelines," in the tool bar to the left, for ways to focus writing, as well as details about preparing manuscripts.

    Journal of Movement Arts Literacy is an international, peer reviewed, open-access academic publication that serves to promote the scholarly study of movement arts literacy (using notation, symbolic representation, and critical analysis) for the purposes of supporting development of pedagogy, theory, application, practice, and research of human movement. Focus on movement is especially aimed toward, but not limited to, inquiry into aesthetic, scientific, and cultural understanding of movement arts using movement-based literacy. For more details about movement arts literacy, see Aims and Scope.

Loyola of Los Angeles Entertainment Law Review (Law Reviews)

The Loyola of Los Angeles Entertainment Law Review is a specialty review devoted to Entertainment, Sports, Communications, and intellectual property law. ELR is student edited and published at Loyola Law School of Los Angeles.

Loyola of Los Angeles International and Comparative Law Review (Law Reviews)

The Loyola of Los Angeles International and Comparative Law Review (ILR) is a student-run publication dedicated to the advancement of legal scholarship, the resolution of contemporary legal problems, and the continuing education of the legal community. The Review publishes three issues each academic year. In addition, the Review runs the Inter-American Court of Human Rights (IACHR) Project. The Project hosts a public database of cases rendered by the Inter-American Court of Human Rights, and publishes an online journal of articles that summarize Inter-American Court decisions.

The authors' views do not necessarily reflect the views of the Review, its editors and staff, or Loyola Law School.

Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society (School of Education)

Welcome to Digital Commons at Loyola Marymount University, the repository of the Proceedings of the different editions of the International Colloquium on Language, Culture, and Identity in School and Society.

Please click on: SUBMISSION FORM to start the submission process

Say Something Theological: The Student Journal of Theological Studies (Theological Studies)

Introductory text for Say Something Theological: The Student Journal of Theological Studies. This text is changeable.

See the Aims and Scope for a complete coverage of the journal.