New Issue of Michigan Journal of Community Service Learning, Vol. 30, No. 1

Posted by Michigan Journal of Community Service Learning on September 10, 2024

We are proud to announce the publication of the journal’s most recent issue, 30.1. This issue front-ends a collaborative book review about faculty service-learning and features a variety of manuscripts centering questions of research reciprocity, power dynamics in research production, and putting the perspective of community voices front and center in the service learning field.

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!