Joural of Higher Education Outreach and Engagement

Journal of Higher Education Outreach and Engagement – Newest Issue

Posted on January 22, 2019

The Journal of Higher Education Outreach and Engagement recently published its latest issue, Volume 22, No. 4 (December 2018). We invite you to review the enclosed Table of Contents and visit our web site to access articles of interest, along with 22 years of journal archives.

JHEOE is an open access, peer-reviewed journal focused on advancing theory and practice related all forms of outreach and engagement between higher education institutions and communities. The latest issue is available at

Table of Contents
Looking Forward, Looking Back, and a Remembrance (1-6), Shannon O. Wilder, Editor

Exploring the Methodological Possibilities of Narrative Inquiry in Service-Learning: Reflections from a Recent Investigation (9-28), Zak Foste
Maximizing International Students’ Service-Learning and Community Engagement Experience: A Case Study of Student Voices on the Benefits and Barriers (29-52), Deidre (Farwick) Kwenani & Xi Yu

Challenge, Meaning and Preparation: Critical Success Factors Influencing Student Learning Outcomes from Service-Learning (55-80), Grace Ngai, Stephen C. F. Chan, & Kam-por Kwan
Comparing Graduate Student Civic Engagement Outcomes in Chile Among Private For-Profit and Public Universities (81-112), Lisa R. Brown

Engaging Students: Conducting Community-Based Research in the Senior Capstone Course (115-140), Dennis J. Downey
Braveheart Center for Place and Purpose: A New Community-in-Community Inclusion Model for Young Adults with Disabilities (141-154), Danilea Werner & Angie Colvin Burque

Dolgon, C., Mitchell, T. D., & Eatman, T. K. (Eds.). (2017). The Cambridge handbook of service learning and community engagement. Cambridge, UK: Cambridge University Press. 572. pp (157-162); by Kelly Ward
Stoecker, R. (2016). Liberating service learning and the rest of higher education civic engagement. Philadelphia, PA: Temple University Press. 291 pp. (163-190); Essay Review by Gabrielle Hickmon, Patti H. Clayton, & Sarah E. Stanlick

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