Ongoing Call for Submissions

    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.

    Submissions should ask questions that advance the overall field and reflect systematic inquiries that produce new knowledge or understanding and offer a clear intervention in the interdisciplinary field of community engagement. Methodologies may vary widely, but studies should be supported by data, textual evidence, and/or analysis and should support conclusions that have implications for scholars, teachers, and/or practitioners across various geographic locales. While the scope and sample size of submissions may be narrow, studies should offer opportunities for replication, application, or adaptation. We generally do not publish descriptions of individual programs or reflection pieces that do not move beyond lessons learned through the implementation of established community engagement principles.

    We seek writing that probes hard questions and that balances theoretical or conceptual ideas with a sharp focus on the messy, complicated details of shared experience, of real places, of people and politics. We invite submissions that are both rigorous and accessible and that embrace an expansive community perspective. Our aspiration is to appeal to both scholars and educated “lay” readers such as university students, policy professionals, activists, and anyone who may be interested in the complex and interconnected ways we engage one another.

    How to Submit Manuscript Proposals

    Review Submission Guidelines here.

    Because MJCSL is dedicated to promoting quality scholarship that positively impacts both higher education and communities, we do not collect article processing charges (APCs). MJCSL is financially supported and managed by the Edward Ginsberg Center at the University of Michigan and, therefore, is able to be open access and free of APCs.

    Contact Us

    The editorial team is: Neeraja Aravamudan, Mary Jo Callan, Cecilia Morales, Nick Tobier.

    If you have any questions, contact us at

    Book Reviews 

    The Michigan Journal of Community Service-Learning invites book reviews of recent (published within the last five years) literature about service-learning and community-based research that not only describe a work’s content and approach but also examine the ways in which the work can be applied to pedagogy, practice, and policy.

    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.

    A successful book review will:

    1. Align with the themes and tone reflected in MJCSL, including promoting the vision of academic service-learning, community partnerships, and engaged scholarship as areas of rigorous pedagogy and scholarship.
    2. Describe the book’s content, philosophy, or framework, analyze the arguments or methodology, and clarify how the work may expand upon or contribute to the literature in the field of service-learning, campus-community partnerships, and engaged scholarship.
    3. Identify the primary and secondary audiences for the work, which may address any of the many stakeholders of community-based teaching and learning.
    4. Critically examine the evidence laid out in the book and offer concrete implications for practice, management, or policy.
    5. Identify the new perspectives and expertise that the author(s) bring.
    6. Showcase excellent writing that strays from jargon and may serve practitioners working in a variety of contexts.
    7. Be, in its own right, a valuable contribution to the literature on community service-learning.

    Book reviews should be no more than 1,000 words in length.

    Along with your book review, please submit:

    1. Title and affiliation of each book review author
      Correspondence address for each author, including email
      A 2-3 sentence biography of each author

    For questions or to discuss a possible book review, please contact Suchitra Gururaj at