Call for Articles

Call for Abstracts
Special Section: Graduate Student Education, Service-Learning, and Community Engagement
Michigan Journal of Community Service Learning

The Spring 2017 issue of the Michigan Journal of Community Service Learning (MJCSL) will feature a special section on graduate education and service-learning and community engagement (SLCE), guest co-edited by Susan Harris, University of Southern California. Please consider submitting an article to this special section of the MJCSL.

The MJCSL is an international, peer-reviewed journal with faculty and administrator subscribers and readers all over the world, and publishes articles on: research, theory, pedagogy, and other issues pertinent to (a) curriculum-based service-learning, (b) campus-community partnerships, (c) scholarship of engagement, and (d) scholarship on engagement.

While the practice of SLCE has significantly impacted undergraduate curricula across a wide range of disciplines and institutions, and the effects of this “high impact practice” on undergraduate students are widely documented, much less attention has been paid to the integration of SLCE in graduate education.  Although graduate programs -- particularly those in professional schools -- have long required internships and practica, most offer fewer structured opportunities for local community engagement and guided critical reflection.  Given the debates about the value of “disciplining” service-learning at the undergraduate level through the creation of majors, minors, and certificate programs in community engagement (Butin, 2010; Butin & Seider, 2012; Clayton, Edwards, & Brackmann, 2015), this begs the question of how graduate education might inform or be transformed by such processes.

Most published work on graduate SLCE currently falls into one of the following three categories:

  1. Case studies of graduate-level service-learning courses
  2. Models and/or arguments for integrating SLCE into the core of graduate student training and education
  3. Examples of graduate student engagement, including engaged scholarship and community partnerships

The editors welcome submissions of articles and reflective essays focusing on innovations in pedagogy, theory, research, practice, institutional models, and campus-community partnerships in graduate student service-learning and community engagement.  The editors encourage quantitative, qualitative, and mixed methods research as well as theoretical contributions from a single disciplinary perspective and those that cross disciplinary boundaries.  In particular, we seek articles that would contribute to the literature in categories 2 and 3 above, or that introduce new perspectives not captured by this list.  We are less interested in articles from category 1, especially those that focus on a single course or rely primarily on student evaluations as evidence of success.  We strongly encourage submissions from graduate students involved in SLCE.

The first step in the submission process is to send an abstract/précis to Susan Harris ( by May 1st, 2016.  Please submit a description (500 words max) that adequately conveys the focus/plan for the article and includes the lead author’s contact information, including email address.  Invitations to submit an article will be made by email in mid-May, with invited articles due July 31, 2016.  Please consult submission guidelines for more information and to review articles from past issues.  Questions about the special issue may be directed to Susan Harris at (

Thank you.

Jeffrey Howard, Editor
Michigan Journal of Community Service Learning 
(a University of Michigan Publication)
The University of Michigan’s Edward Ginsberg Center for Community Service and Learning

Susan Harris, Ph.D.
Associate Director, Research & Academic Affairs
Joint Educational Project
Adjunct Assistant Professor of Clinical Education
Rossier School of Education
University of Southern California