For more information on teaching and publication, see the Center for Academic Engagement's teaching resources.
The eJournal of Public Affairs is a peer-reviewed, multidisciplinary, open-access journal published by Missouri State University and affiliated with the American Democracy Project. The eJournal aims to advance the status of public scholarship. The journal focuses on scholarship related to engagement in the public arena and, in particular, to the following themes:
- Considerations of citizenship and what it means to be a citizen, including global citizenship and eCitizenship
- Scholarship of Teaching and Learning, problem solving, and leadership related to citizenship and civic engagement
- Assessment of civic-engagement projects
- The relationship between social media (e.g., Facebook, Twitter, YouTube) and civic engagement
Contact Andrew Lokie, Editor, eJournal of Public Affairs, or Marc Copper, Managing Editor, both at ejournalPA@missouristate.edu to discuss how to submit your materials to the eJournal.
Developed by the University of California Berkeley's Cal Corps Public Service Center
A guide for instructors to develop community partnerships and create engaged public scholarship courses.
The editorial team Undergraduate Journal of Service Learning and Community-Based Researchis seeking faculty mentors for this new undergraduate journal. Undergraduate Journal of Service Learning and Community-Based Research is a refereed, multi-disciplinary, online undergraduate journal open to all undergraduate students in the U.S. and across the globe. The journal is dedicated to publishing the intellectual and reflective work by undergraduates on service learning, community-based research, and all related curriculum- and/or research-based public community engagement activities. These go by many additional names, such as community-based learning, public scholarship, publicly-engaged learning/teaching, etc. The editorial team of Undergraduate Journal of Service Learning and Community-Based Research encourages undergraduates to pursue their own intellectual projects and to join the academic conversation.
Faculty mentors, scholar-teachers familiar with service learning and community-based research, are a crucial part of the journal's review process. We seek faculty mentors in a wide range of disciplines. For Volume 1, all submissions will first be read by the editor. She will send submissions that seem to fit the journal's general specifications to a faculty mentor. Every effort will be made to send submissions to faculty mentors in the student's discipline. At this point, a faculty mentor will make one of four decisions: Accept, Accept with Minor Revisions, Revise and Resubmit, or Reject. Faculty mentors will one directly with potential authors through the revision process. We will generally commit to publishing an article if the student puts in sufficient time and effort to revise the draft based on the faculty mentor's suggestions.
Are you interested in submitting an article to the Michigan Journal of Community Service Learning (MJCSL)?
MJCSL seeks articles for volume 19 (fall 2012, spring 2013). The first step in the submission process is to send an abstract or precis by December 20th to the editor, Jeff Howard, at email@example.com.
Visit the MJCSL website for submission guidelines
The MJCSL is a national, peer-reviewed publication with a circulation of about 1000 (with subscribers all over the world), and includes articles on research, theory, pedagogy, and other issues pertinent to curriculum-based service-learning in higher education, campus-community partnerships, and other forms of community-engaged scholarship intended for a faculty and administrator audience.
There are no length guidelines for abstracts. Please submit as an e-mail attachment a description of your planned article that adequately conveys the focus/plan for the proposed submission.
Invitations to submit an article will be made by e-mail no later than mid-January, with invited articles due the last Monday in March.
If you have any questions after reviewing the submission guidelines, please e-mail the editor, Jeff Howard.
PRISM: A Journal of Regional Engagement is an exciting new journal devoted to promoting a culture of engagement between the university and region through the creation, application, and integration of knowledge. PRISM is multi-disciplinary, publishing quality, peer-reviewed research articles, case studies and applied research articles, and reflections across the full range of disciplinary perspectives. Similarly, PRISM welcomes all forms of analysis and methodologies. The inaugural issue in Spring 2012 will address the theme "Engaging Appalachia" and submissions are now being accepted. Following that, PRISM will publish fall issues related to its general theme of regional engagement and will publish spring issues on more specific themes: "The Current State of Engagement in American Universities" in 2013, and "Engaging Underserved Populations" in 2014.
The mission of the Journal of Higher Education Outreach and Engagement (JHEOE) is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities.
This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.
Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks are all encouraged.
The Journal of Public Scholarship in Higher Education aims to advance the status and prospects for publicly engaged teaching and research in the academy by showcasing the new disciplinary and/or pedagogical knowledge generated by engagement with the community. JPSHE provides a venue for higher education faculty and administrative leadership to reflect on the ways that community engagement affects work in higher education - and its outcomes for broad issues such as classroom teaching, the advancement of research and knowledge creation across the disciplines, faculty development, tenure and promotion processes, the preparation of graduate students, etc. JPSHE welcomes diverse manuscripts, from empirically-based examinations to critical reflection pieces, theoretical investigations, commentaries, case studies, and pedagogical and research designs. All submissions must identify implications for the growth and viability of public scholarship in the academy.
Gateways is a refereed journal concerned with the practice and processes of university-community engagement. It provides a forum for academics, practitioners and community representatives to explore issues and reflect on practices relating to the full range of engaged activity. The journal publishes evaluative case studies of community engagement initiatives; analyses of the policy environment; and theoretical reflections that contribute to the scholarship of engagement.
The Journal of Community Engagement and Higher Education
Papers are accepted on an ongoing basis.
Publishes accounts of a range of research focusing on practical and theoretical insights and understanding, in higher education and across the disciplines and professions. There is a focus on case studies emphasizing community engagement and engaged learning practices, methodology, and pedagogy.
The International Journal of Research on Service-Learning and Community Engagement is a peer-reviewed online journal dedicated to the publication of high quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education.