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Featured venues: Michigan Journal of Community Service Learning| Journal of Higher Education Outreach and Engagement | Journal of Prevention and Intervention in the Community
The MJCSL is a national, peer-reviewed pubication with a circulation of about 1,000 (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.
Submissions are accepted for each Fall and Spring publication. For specific due dates, contact the S-L office.
View submission guidelines, review past issues or visit the MJCSL website.
"The mission of the 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."- JHEOE website
Submissions are accepted four times a year. For specific due dates, contact the S-L office.
View submission guidelines, review past issues or visit the JHEOE website.
Themed Issue: Experiential Teaching Practices in Undergraduate Community Psychology
The Journal of Prevention and Intervention in the Community (JPIC) is planning a themed issue on experiential teaching practices in undergraduate community psychology courses. Unfortunately, many undergraduates earn a four-year degree in psychology without being exposed to community psychology. Engaging community psychology courses for undergraduates not only introduces them to the field, but also ensures the continued growth and diversification of community psychology. Undergraduate students often find experiential learning to be more enjoyable, informative, and useful in comparison to traditional lecture-based classroom models. Further, experiential learning methodologies embody the values of our field, and complement the increased focus at many higher learning institutions on community engagement and service learning. The goal of this themed issue is to disseminate best practices in experiential teaching of community psychology at the undergraduate level. This issue will present a cross-section of teaching practices that provide undergraduates in community psychology and related courses with experiential learning opportunities. As a component of the issue, we are soliciting manuscripts which highlight the learning experiences of students in their own voice; therefore, we are only considering manuscripts which include qualitative feedback from one or more undergraduate students.
Submissions are accepted four times a year. For specific due dates, contact the S-L office.
Follow author guidelines available on the Journal of Prevention and Intervention in the Community website.
Additional criteria for this themed issue:
