• “Restorative Justice as a Framework for Critical Service-Learning” by Andrew Jared Pierce
• “Conducting Racial Justice Research: Perspectives of school and community partners” by Theresa Michelle Harrison, Yanfeng Xu, Patrice Forrester, and Ashlee Lewis
• “‘It is Power for Young People’: Enacting Hope by Amplifying Youth Research for School Change” by Abigail Rombalski, Jaiden Leary, and Daniel Brogan
• “Uncovering Electronic Service-Learning Design Considerations to Facilitate Civic and Academic Learning: Integrating Student, Faculty and Community Partner Perspectives” by Jessie Sze Hui Tan, Viktor Wahadaniah, Hui Li Ng , Faith Ong, Ashish Stephen Peter, Yew Kong Tan, and Robert G. Bringle

• “Reframing Community Engagement in Higher Education” by Suchitra V Gururaj

Explore this issue.

MJCSL is an open-access, peer reviewed journal focusing on research, theory, pedagogy and other matters related to civic engagement, academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. Learn more about the goals of the journal on its website.

We invite submissions that center the voices of all partners in community-engaged work, and that reflect the complexities of our work together. Especially welcome are pieces that reflect the depth and breadth of connections that institutional and community partners, students, and neighbors build in aid of a more sustainable future for us all. Our hope is that with authentic community voices, we can illuminate how institutions, departments, and centers are co-creating visions for sustainable communities in collaboration with local community-based partners through projects, courses, and initiatives.

Given the breadth of sustainability work, the depth of our connections across communities, and the scope of the kinds of work we do together, the editors also encourage hopeful authors to incorporate their work in all the ways it shows up in our communities. We especially look forward to reviewing submissions where community voices lead that call our attention to the different kinds of knowing, expertise, and creativity which combine to make community-engaged sustainability work possible.

The guest editors welcome abstracts via email for informal feedback; please inquire before March 20th.

Full proposals for the special section are due April 1st. See full details, including guiding questions and corresponding co-editor information.

We seek lively and original articles on research, theory, pedagogy, and other issues pertinent to (a) civic engagement, (b) campus-community partnerships, (c) curriculum-based and co-curricular service-learning, and (d) engaged/public scholarship in higher education. As an interdisciplinary journal invested in diversity, equity, and inclusion, we believe that the perspectives of multiple disciplines adds complexity and depth to the work of community engagement. We seek writing that imagines an audience of informed individuals outside of individual authors’ fields. We aim to allow diverse university and community stakeholders to engage fully in the discovery, dissemination and application of ideas. We especially encourage new and emerging scholars to submit their work.

Learn more.

• “#NoFilter: Exploring the Experiences of BIPOC Students at a HPWI” by Danielle Nicole Aguilar, Rokaya Abdulameer, Andrea Torres, Nydia Salazar, Taia Hopkins, and Algassimou Diallo
• “A Descriptive Narrative of a Latinx Research-Practice Partnership to Develop the Roots y Resistencia Intervention” by Josefina Bañales, Stacey A Cabrera, Bethany Garcia, Jonathan Reyes, Isaiah E Irizarry, Alfred Rodriguez, Adriana Aldana
• “Linking YPAR and Youth Sociopolitical Development: Reflections on a photovoice study with youth organizers” by Angie Malorni
• “We Got Us: The Process of Engaging Youth as Participants and Co-Researchers” by Erica Wrencher
• ‘“Facilitar no es fácil” Latino/a high school students as initiators of Spanish community service learning during the pandemic” by Angel Ben-Kí, Meera Pandey, Teresa Satterfield
• “Taking a Cubist Approach: The Importance of Youth-Produced Knowledge in Multigenerational Communities” by Nastasia Lawton-Sticklor, Zoe Black, Amira Aderibigbe
• ‘“In the Shoes That I’m In Now” An Intergenerational Community Archiving Framework Centering Critical Youth Participatory-Action Research” by Isaiah Lawrence Lassiter, Haley Rose Kowal, Ayana Allen-Handy, Jahyonna Brown, Quida Ervin, Jasmine Atwell, Ishmael Burrell, Karena Alane Escalante, Ronald Ray, Catherine Ann Nettles, Arania Goldsmith-Carter, Michelle S. Allen, Marie Wilkins-Walker
• “Kinship and Being Together “Otherwise” in Community-University Partnerships” by Anita Purushotham Chikkatur and Abigail Rombalski
• “On Solidarity and Methodological Innocence in Youth Participatory Action Research” by Miguel N Abad and Jennifer Renick
• “A Sacred, Communal Pause: How Racially Marginalized Youth’s Commitment to Healing Expands Understandings of Activism” by Alexis E. Hunter, Chanelle Jones, Ben Kirshner, and Solicia E Lopez

And more including regular section manuscripts and book review …

MJCSL holds a space in our first issue every year to feature 3-7 contributions addressing relevant and timely topics identified by our editorial board. These sections have an eye to the future as well as a reflection of where we have been. Serving as a guest editor is an excellent way to contribute your specific knowledge and expertise to advance the field of community-engaged scholarship by supporting others in their work.

To learn more about the participation expectations for serving as a guest editor, read the call on our website.

We began the SLCE Future Direction’s Project (FDP) in 2015 in order to bring together many voices in nudging the field forward 20 years after Edward Zlotkowski’s (1995) seminal piece calling the field to consider the question of whether SLCE had a future. Now, 10 years later, we have the opportunity to reflect together again. The Michigan Journal of Community Service Learning (MJCSL) (where we published the set of SLCE FDP thought pieces) is celebrating its 30 year anniversary by inviting what they are calling “Editorial Reflections” on previously published articles. They are interested in including the SLCE FDP thought pieces in this project, and we are interested in hearing from a wide-range of people in the SLCE community around this.

To guide this reflective piece, we are asking for your help. We have created a survey to source reflections and aspirations from SLCE practitioners, scholars, and learners on where we have been and where we are going. This survey is anonymous if you want it to be; on the other hand, if you want your comments to be attributed to you, there is a space to indicate that in the survey.  We are viewing this as both oral history and an engaged reflection, and we appreciate any insight or wisdom you would like to share with us.

The deadline for responses is June 18.

Please complete the survey here.

This year, we also released our first publication in our new portfolio section. The portfolio section aims to showcase visual images as language and vehicle for civic engagement and for expanding our own languages of how we represent engaged scholarship and practice with communities.

Explore this issue.

The manuscripts and book review in this issue:

‘”The Real Data Set’: A Case of Challenging Power Dynamics and Questioning the Boundaries of Research Production” by Victoria Copeland and Rachel Wells

“Open access for community partners, impactful outputs for scholars: Leveraging scholarly communication movements to enhance reciprocity in community based research” by Olivia Ivey and Rachel Borchardt

“Reciprocity in Community-Engaged Learning: A Case Study of an Undergraduate Knowledge Exchange Project in an Over-Researched Urban Community” by Evan Mauro, Kirby Manià, Nick Ubels, Heather Holroyd, Angela Towle, and Shannon Murray

“Centering Community Voice and Knowledge through Participatory Action Research” by Jennifer Lucko

“From nonprofits to neighbors: Exploring the locus of campus-community partnerships” by Carmine Perrotti

Book Review: “Cress, C. M., Stokamer, S. T., Van Cleave, T. J., & Kaufman, J. P. (2022). Faculty Service-learning Guidebook: Enacting Equity-centered Teaching, Partnerships, and Scholarship. Stylus Publishing, LLC” by Michelle Snitgen, Stephanie Brewer, Gina Tremonti Gembel, Bess German, Roberta Howard Hunter, Leanne E. Kent, Taylor Layne Martin, Jada Phelps, Paul Schauert, and Gretchen Sheneman

Explore the issue.

As always, MJCSL is seeking lively and original articles on research, theory, pedagogy, and other issues pertinent to (a) civic engagement, (b) campus-community partnerships, (c) curriculum-based and co-curricular service-learning, and (d) engaged/public scholarship in higher education. As an interdisciplinary journal invested in diversity, equity, and inclusion, we believe that the perspectives of multiple disciplines adds complexity and depth to the work of community engagement. We seek writing that imagines an audience of informed individuals outside of individual authors’ fields. We aim to allow diverse university and community stakeholders to engage fully in the discovery, dissemination and application of ideas. We especially encourage new and emerging scholars to submit their work.

Check out our submissions guidelines and submit your proposal today!

Books selected for review should offer new scholarly perspectives on important issues in community-based teaching and learning and engaged scholarship for diverse audiences, including faculty, students, or community members and partners.

Read more.

We accept proposals on a rolling basis:

• For Issue 1: proposals must be received by May 1st
• For Issue 2: proposals must be received by December 1st

Read more and submit a proposal.

In the introduction to the special section on civic identity, Schnaubelt, Bass, Terra, and Lobo offer a history of the core commitments of civic identity. The intro provides a detailed overview of the section pieces that offer a distinctive perspective on one or more of the core commitments, and the titles give you an idea of the incredible breadth of this section: “Educating Undergraduates for American Democracy: The Third Way Civics Approach”, “Civic Learning Through a Lens of Racial Equity”, “Cultivating a Civic Identity Using a Feminist Cohort Model: An Analysis of Tulane’s Newcomb Scholars Program”, “Defending Democracy, The Lens of Civic Identity: A Developmental Model for Undergraduate Education”, “Becoming Entrepreneurs of Connection”, and last but not least, “How College Students Can Depolarize”.

The remaining two articles round out the issue. In Bernasconi and Blume’s , “A Synechistic Conceptualization of Othering: Social Ontological Questions in Service”, the authors ask: “Can social epistemological and ontological approaches assist in questioning oppositional framings of us and them that are both the cause and the consequence of exclusion and individualism, such as “us doing for them” or “us thinking of them”?” Soria’s article, “Community Service and Undergraduates’ Social Capital Development” uses quantitative data and analysis in order to “examine the effects of community service participation on undergraduates’ social capital development, including whether any potential effects are conditional by students’ race/ethnicity, parents’ or guardians’ education, and social class.”

In their book reviews, Roland and Krupczynski offer their thoughts on Shreve and Spector’s What Universities Owe Democracy (2021) and Richard Guarasci’s Neighborhood Democracy: A Model for Building Anchor Partnerships (2022) respectively.

Read the journal.

Proposals are reviewed on a rolling basis.

Read more and submit a proposal.

Books selected for review should offer new scholarly perspectives on important issues in community-based teaching and learning and engaged scholarship for diverse audiences, including faculty, students, or community members and partners.

Read more.

This themed issue of the Michigan Journal of Community Service Learning centers Youth Participatory Action Research (YPAR) as a promising approach for building with and extending the interplay of youths’ voices, perspectives, and intersectional identities as youth enact contemporary movements toward justice in the on-going work of and quest for social justice (Marciano & Watson, 2021; Richards-Schuster et al., 2021; Watson & Petrone, 2020). Specifically, we welcome renderings within and across contexts of service learning that foreground such participatory approaches, referred to most commonly as YPAR but also in some cases as Youth Participatory Evaluation or Youth Participatory Research and Evaluation.

Call for Youth Contributions: 

In addition to the above call, we invite youth authors (ages 15-24) to share their experiences with YPAR in a range of genres (i.e., writing, poetry, photography, art, drama, and music) to be spotlighted on the MJCSL blog.  These submissions will not be part of the peer review process.

Read more and submit a proposal by December 1, 2023.

Explore Volume 29, Issue 1.

Books selected for review should offer new scholarly perspectives on important issues in community-based teaching and learning and engaged scholarship for diverse audiences, including faculty, students, or community members and partners.

Learn more.

Read more and submit a proposal.

In addition to work by Estela Ene and Honnor Orlando on the under-examined capacity of autonomous learning in international service-learning contexts, Katie MacDonald and Jessica Vorstermans co-edited a special section titled “Inequitable Ruptures, Rupturing Inequity: Theorizing COVID-19 and racial injustice impacts on International Service Learning pedagogy, frameworks and policies.” MacDonald’s and Vorstermans’ special section highlights the impacts that the “ruptures” of the last two years–the COVID-19 pandemic and the increased awareness of structural racism being chief among them–have had on global service-learning. The special section features work on reciprocal partnerships in GSL by Kaitlin Long, Mac Benavides, Trisha Gott, and Chibuzor Azubuike, and a study of the role that physical and psychological proximity play in affecting students’ perceptions of the impact that their service-learning has by Lynne-Marie Shea, Lauren I. Grenier, and Debra Harkins.

Since 1994, the MJCSL has been a leading voice in the field of community engagement. The MJCSL publishes research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, civic engagement, and engaged/public scholarship in higher education. We currently publish two types of writing: Full-length research articles (double-blind peer reviewed) and Book Reviews (editor reviewed). The Journal is published by The Edward Ginsberg Center at the University of Michigan.

We are seeking a collaborative, community-engaged scholar to lead the journal and oversee production of two issues a year. Responsibilities include:

• Lead, in collaboration with the MJCSL editorial team, the day-to-day operations of the journal including managing proposals, submissions, manuscripts, review process and synthesis, budgeting, and production
• Develop and oversee processes and structures for authors, peer reviewers, editors, aligned with best practices and benchmarking with other journals
• Manage communication with authors, peer reviewers, special section editors, editorial board, and others involved with the journal, including addressing issues and resolving grievances.
• Oversee the processes for peer review, including identifying and recruiting potential reviewers
• Supervise the Editorial Assistant who assists with communications, reviews and marketing the journal through social media and newsletters.
• Meet biweekly with the Editorial team to ensure that decisions are made by group consensus.
• Coordinate with the book review editor to integrate book reviews into each journal issue
• Commission special issues or sections, calls for proposals, book reviews, and highlights of new trends in community-engaged scholarship
• Oversee potential strategic initiatives such as portfolio products, journal blog, peer reviewer training, etc.
• Oversee the editorial board, in partnership with the Center Director, to gather input from board members, help set strategic direction and priorities for the journal, and recruit new members.
• Represent the MJCSL at select events such as conferences and editor panels, in consultation with the Editorial team.

This 2-year position can be fully remote, and is renewable upon mutual agreement.

• This position reports to the Ginsberg Center Director
• Compensation is $5000 per issue.

If interested, please send a cover letter and CV to Neeraja Aravamudan at aneeraja@umich.edu.

]]> https://phennd.org/update/michigan-journal-of-community-service-learning-new-website-and-new-issue/ Wed, 10 Aug 2022 15:29:47 +0000 https://phennd.org/?post_type=update&p=79610 The Editors of the Michigan Journal of Community Service Learning (MJCSL) are thrilled to announce the launch of our new website, which is hosted by Janeway, an open source scholarly publishing platform. Partnering with Janeway is a further step in our commitment to open access scholarly production. Furthermore, Janeway’s flexible and dynamic platform gives us more options for supporting our authors and delivering high quality scholarship that advances equitable community engagement across higher education.

We look forward to continuing to explore the many exciting new features Janeway offers. Stay tuned for more publishing opportunities and announcements to come!

Explore our new website.

Volume 28.1 is now available. Like always, all issues of MJCSL are available online, open access the moment they are published.