Scholarly Resources

Where to Contribute to Scholarly Conversations About Community Engagement


Amizade Global Service Learning

Amizade Global Service-Learning has been empowering individuals and communities through worldwide service and learning since 1994. Over 9,000 individuals have served with local community leaders in 12 countries on 4 continents with 16 partnerships. From working with women and girls on rainwater harvesting initiatives in rural Tanzania to running at-risk youth camps in Jamaica, Amizade volunteers have transformed and been transformed.

For more information, check out the organization’s history:


American Association of Colleges & Universities Campus Service Directory

It is widely recognized that U.S. research universities conduct cutting-edge research that fuels national innovation and educates the technical leaders of tomorrow, but it may not be as widely appreciated that major research universities also support a broad array of public service activities in their communities. Faculty members and staff – and especially students – around the country are helping improve the quality of life in their communities, often in support of the most disadvantaged residents.

In October 1996, under the leadership of Tulane University, the Association of American Universities (AAU) began compiling a directory of community service and outreach programs at its member universities. The 2014 directory marks the 19th edition of this annual on-line publication.


Association of Public and Land Grant Universities: Council on Engagement & Outreach

APLU’s Council on Engagement and Outreach leads efforts to strengthen university public service, outreach, and engagement that result in beneficial impact on community and university goals. (Approved June 2014)

The Council on Engagement and Outreach is composed of university administrators responsible for outreach, engagement, community development, extension, and other functions at their universities. The council provides formal and informal forums for members to discuss and take action on issues relevant to the array of institutional efforts in public service, outreach, and community engagement. CEO supports members in developing plans, programs, and policies related to:

  • outreach
  • engagement
  • extended education
  • community relations
  • engaged scholarship
  • service learning
  • extension
  • and a variety of other activities that create university impact in communities.

The council works closely with the Commission on Innovation, Competitiveness, and Economic Prosperity on issues related to regional and economic development.


Campus Compact

Campus Compact is a national coalition of nearly 1,000 colleges and universities committed to the public purposes of higher education. We are a network comprising a national office in Boston, MA as well as state and regional Campus Compacts. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact enables campuses to develop students’ citizenship skills and forge effective community partnerships. Our resources support faculty and staff as they pursue community-based teaching and scholarship in the service of positive change.


Community-Campus Partnerships for Health

Established in 1997, Community-Campus Partnerships for Health (CCPH) is a nonprofit membership organization that promotes health equity and social justice through partnerships between communities and academic institutions. We view health broadly as physical, mental, emotional, social and spiritual well-being and emphasize partnership approaches to health that focus on changing the conditions and environments in which people live, work, study, pray and play.


By mobilizing knowledge, providing training and technical assistance, conducting research, building coalitions and advocating for supportive policies, we help to ensure that the reality of community engagement and partnership matches the rhetoric.


Engagement Scholarship Consortium

The Engagement Scholarship Consortium (ESC), a 501 (c) (3) non-profit educational organization, is composed of higher education member institutions, a mix of state-public and private institutions. Our goal is to work collaboratively to build strong university-community partnerships anchored in the rigor of scholarship, and designed to help build community capacity.

The ESC traces its origins back a decade when Pennsylvania State University, Ohio State University, and the University of Wisconsin-Extension initiated an annual meeting to share knowledge about their community-based programs (the National Outreach Scholarship Conference). Since then, recognizing that multi-institutional efforts could help catalyze some of the changes they wanted for their own institutions, the three began formalizing their relationship and then began inviting other institutions to join them. The ESC has now articulated a broad scholarly agenda that includes:

  • Researching and studying throughout the world, the scholarship of engagement
  • Facilitating international cooperation among individuals concerned with promoting conditions that will bring about engaged scholarship as a criterion influencing higher education faculty performance evaluations
  • Encouraging the realization that the scholarship of engagement is a critical aspect of university responsibility
  • Promoting education, research and study of the effects of engaged scholarship on community-campus partnerships
  • Promoting research and study of the impacts of community-campus partnerships
  • Conducting meetings, workshops, institutes, symposia, conferences and congresses domestically and throughout the world
  • Disseminating research (original, basic and applied) from a wide variety of disciplines on the impact of campus-community partnerships
  • Discussing and sharing questions, problems, issues, information and theories regarding campus-community partnerships
  • Advancing the study of campus-community partnerships and educating the public on effective programs for community change
  • Publishing and communicating through print and electronic media the proceedings (including abstracts and scientific papers) of the aforementioned workshops, institutes, symposia, conferences or congresses
  • Publishing and disseminating research on the scholarship of engagement through newsletters, books, monographs, reports, studies and periodicals, in any language, and also to make the foregoing available through electronic media


Global Service Learning

This site amasses evidence-based tools and peer-reviewed research to advance best practices in global learning, cooperative development, and community-university partnership. It is edited and overseen by researchers and practitioners who work with multiple methods and represent diverse fields, all concerned with the question of how to responsibly and ethically grow partnerships between educational institutions and communities. The site contains:

  • Global Service-Learning research wiki that pulls together peer-reviewed research, as well as books, chapters, dissertations, and reports relevant to community-university partnership, pedagogy, and student and community outcomes
  • tools and syllabi wiki that compiles resources relevant for program development, reflective exercises, community partnership, and course development featuring community-university partnerships
  • Web resources relevant to community-driven development, justice, human rights, and critically reflective experiential education
  • A blog, where we foster, invite, and share discussion relevant to community-university partnership, community-driven development, fair trade learning, and global service-learning. We are eager to broaden the community of contributors.


Imagining America

By the late 1990s, the national conversation about higher education’s civic purpose was well established, reinvigorated during the previous decade. Newly created centers for service‐learning and community partnerships were advancing higher education’s commitment to engagement. However, values of reciprocity and mutual benefit sometimes went unrealized, and humanities, arts, and design were underrepresented.

Imagining America was launched at a 1999 White House Conference initiated by the White House Millennium Council, the University of Michigan, and the Woodrow Wilson National Fellowship Foundation. The name Imagining America reflected the theme of the White House Millennium Council that focused on renewing participation in all walks of U.S. life: “Honor the Past – Imagine the Future.”


International Association for Research on Service Learning and Community Engagement (IARSLCE)

The International Association for Research on Service-Learning and Community Engagement (IARSLCE) is an international non-profit organization devoted to promoting research and discussion about service-learning and community engagement. The IARSLCE was launched in 2005, and incorporated in 2007, and it is currently housed in the Tulane University Center for Public Service. Their mission is to promote the development and dissemination of research on service-learning and community engagement internationally and across all levels of the education system.

Our objectives are to advance the fields of service-learning and community engagement research across the educational spectrum (primary, secondary, post-secondary, and further education).

  • to promote the exchange of ideas, experiences, data and research among its members
  • to disseminate knowledge and research on service-learning and community engagement
  • to encourage continually improving the quality and rigor of research in these fields
  • to provide a forum for the presentation of research findings, ideas, methods and opinions across educational systems
  • to facilitate the exchange of information and creation of collaborations among scholars and practitioners around the world
  • to support and facilitate the development of new scholars entering the fields of research on service-learning and community engagement
  • to create venues for ongoing learning and communication among the members
  • to establish communication strategies that facilitate the dissemination of research beyond the members to other communities of scholars and practitioners
  • to initiate other activities and programs that support the interests of members and advance the fields of service-learning and community engagement


New England Resource Center for Higher Education (NERCHE)*

The New England Resource Center for Higher Education (NERCHE) is committed to collaborative change processes in higher education to address social justice in a diverse democracy.

As a center for inquiry, research, and policy, NERCHE supports administrators, faculty, and staff across the region in becoming more effective practitioners and leaders as they navigate the complexities of institutional innovation and change.

NERCHE focuses on higher education institutions as complex workplaces. We provide resources for practitioners who are exploring innovative ways to shape higher education and create opportunities for learning and applying their collective knowledge and experience. NERCHE’s research projects, programs, and activities draw upon the practitioner perspective to improve practice and to inform and influence policy, moving from the local to regional and national levels.

Our work is informed by a grassroots approach to developing collaborative leadership, oriented to building diverse and inclusive communities. Committed to higher education’s responsibility to the public realm, we value the principle of equal respect for the wisdom and experience of everyone involved in discovering new knowledge, improving practice, and providing leadership for institutional change. NERCHE strives for the widest possible inclusion of diverse voices—from underrepresented individuals, across role and position, and across institutional types—to foster authentic learning.

*NERCHE manages the Carnegie Community Engaged Campus Classification process.


UNESCO Chair in Community Based Research and Social Responsibility in Higher Education

Based at the University of Victoria (UVic) and the Society for Participatory Research in Asia (PRIA), this Chair is co-directed by Dr. Budd L Hall and Dr. Rajesh Tandon. The UNESCO Chair supports North-South-South and South-South partnerships that build on and enhance the emerging consensus in knowledge democracy. It strengthens recent collaboration between the Higher Education section in UNESCO, the Global University Network for Innovation (GUNI), Global Alliance on Community University Engagement and other regional and global networks. It co-creates new knowledge through partnerships among universities (academics), communities (civil society) and government (policy makers) leading to: new capacities; new solutions to pressing problems related to sustainability, social and economic disparities, cultural exclusion, mistrust and conflict; and awareness among policy makers; enhanced scholarship of engagement; and of social responsibility in Higher Education.




Global Service Learning Institute (Sporadic)

The Global Service-Learning Institute (GSLI) builds upon established institute strengths in global service-learning pedagogy and program development, while also integrating more explicit attention to best practices in community-driven global service-learning. Previous institutes have highlighted encouragement of institutional teams and the opportunity to workshop global service-learning coursework and programs during the institute, along with deep collaboration, dialogue with, and learning from like-minded peers.


International Association for Research on Service Learning and Community Engagement (IARSLCE) (Sept, Annual)

The annual IARSLCE conference is scholarly venue to disseminate new knowledge on service-learning and community engagement. The focus of presentations, symposiums, and keynotes is on research incorporating a variety of theoretical, methodologies, and perspectives. The conference also serves as a gathering place for networking and association business meetings for members. A significant component of the conference is the mentoring of graduate students and new faculty members interested in advancing their own research agendas in this field.


International Service Learning Summit (Annual, Spring)

Theme summit theme changes dramatically each year. In April 2018, the summit will be held at University of Notre Dame. Every summit is coordinated by Global Service Learning (see “Organizations”).



Conference on Community Writing (October, Biennial)

Through the Pro­gram for Writ­ing and Rhetoric’s Writ­ing Ini­tia­tive for Ser­vice and Engage­ment (WISE), founded in 2008 by Veron­ica House, the pro­gram has inte­grated service-learning and com­mu­nity-engaged pedagogies through­out its lower– and upper-division writ­ing courses.  Cur­rently, more than 30 of PWR’s fac­ulty teach community-engaged writ­ing courses to over 800 stu­dents each year who spend over 15,000 on community-based writ­ing projects.

Stu­dents in WISE course sec­tions research and pro­duce writ­ten, spo­ken, dig­i­tal, and mul­ti­me­dia projects about, with, and for uni­ver­sity, non-profit, and for-profit agen­cies that deal with press­ing social issues such as lit­er­acy, poverty, food secu­rity, and environ­men­tal jus­tice. Courses com­bine tra­di­tional aca­d­e­mic research and read­ings with relevant community-based work to enhance the edu­ca­tional expe­ri­ence and encour­age stu­dents to under­stand real world appli­ca­tions of rhetor­i­cal sit­u­a­tions and the­o­ries. While WISE courses meet all tra­di­tional PWR course goals appro­pri­ate to the course num­ber, addi­tional learn­ing objec­tives might include that a stu­dent be able to:

  1. bal­ance the­ory and research with analy­sis of community-based experiences
  2. rec­og­nize and ana­lyze cor­re­la­tions between the­o­ret­i­cal con­cepts and com­mu­nity experiences
  3. pro­duce writ­ing that effec­tively responds to or addresses a com­mu­nity need
  4. dis­tin­guish indi­vid­ual man­i­fes­ta­tions of an issue from the sys­temic, root causes
  5. assess rhetor­i­cal cir­cum­stances in the pub­lic sphere and inter­vene appro­pri­ately through writ­ing and civic action
  6. cre­ate purpose-driven doc­u­ments for audi­ences beyond the classroom

The Pro­gram for Writ­ing and Rhetoric understands community-engaged pedagogy as a form of expe­ri­en­tial edu­ca­tion that inte­grates aca­d­e­mic instruc­tion with edu­ca­tion­ally mean­ing­ful community-centered work that is appro­pri­ate to cur­ric­u­lar goals in order to enrich and enhance the learn­ing expe­ri­ence, teach civic engage­ment, and meet community-defined needs.


Imagining America Conference (October, Annual)

The members of Imagining America advance a vision of the world in which publicly engaged artists, designers, scholars, students and culture workers play critical roles in enacting the promise and ideals of a democratic society. Together, we explore the power of shared identity — of understanding who we are and what we stand for, and therefore, what we are called to do.


Engagement Scholarship Consortium Annual Conference (Sept/Oct, Annual)

In 1999, Pennsylvania State University convened an event entitled “Best Practices in Outreach and Public Service: The Scholarship of Engagement.” Attracting more than 300 participants and offering more than 70 sessions, the meeting established that there was broad interest in the subject matter and set the stage for an annual conference. Over the next decade, other universities joined Penn State in hosting the event, which grew to be called the National Outreach Scholarship Conference (NOSC). In 2009, the partnering institutions formed a non-profit corporation in order to sustain the conference, expand programming, and invite other institutions to participate. Reflecting a growing membership inclusive of institutions from across the globe, that corporation, now called the Engagement Scholarship Consortium (ESC), retired the name National Outreach Scholarship Conference with the close of its 2012 annual meeting.


Peer-Reviewed Publications

Australian Journal of University-Community Engagement

The journal is peer-reviewed and has a strong focus on research, theory and practice about university engagement with an aim to strengthen the ‘scholarship of engagement’. Published bi-annually, the e-journal demonstrates the diversity of activity that occurs within both our institutions and our communities. Social responsiveness in higher education, community engaged learning and research, collaborative partnerships and higher education post-Bradley is explored, analyzed and reviewed.


Collaborations: A Journal of Community-Based Research and Practice

Collaborations: A Journal of Community-based Research and Practice is a peer-reviewed, open access journal, sponsored by the University of Miami and Rutgers University. It is a site for sharing research and practice emanating from university-community collaborations. It was created to highlight research that describes, examines and evaluates the many different forms of university-community collaborations. This includes the development of theory to guide effective research and service collaborations, and the outcomes of collaborations that have implications for policy, practice, and public scholarship. Collaborations is an academic publication for educators, researchers, students, local community activists, and public scholars to find information related to:

  1. The initiation of grassroots change efforts
  2. The ingredients necessary for effective partnerships
  3. The challenges of sustaining change
  4. The process of technology transfers/research-to-practice/policy
  5. The use of action research to document the effects of school-university collaborations
  6. The development of community resources to improve university coursework
  7. Civic engagement through university-community partnerships
  8. Public policy and practice-relevant knowledge generated through university-community collaborations


Community Literacy Journal

The Community Literacy Journal publishes both scholarly work that contributes to the field’s emerging methodologies and research agendas and work by literacy workers, practitioners, and community literacy program staff. We are especially committed to presenting work done in collaboration between academics and community members.

We understand “community literacy” as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects.

For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well.


Gateways: International Journal of Community Research and Engagement

Gateways is a refereed journal concerned with the practice and processes of university-community engagement. It provides a forum for academics, practitioners and community representatives to explore issues and reflect on practices relating to the full range of engaged activity. The journal publishes evaluative case studies of community engagement initiatives; analyses of the policy environment; and theoretical reflections that contribute to the scholarship of engagement. Gateways is jointly edited and managed by UTS Shopfront at the University of Technology, Sydney, and Center for Urban Research and Learning at Loyola University, Chicago.


International Journal of Civic Engagement and Social Change

Governments, corporations, individuals, and civic society play essential roles in worldwide growth and development. Management of resources for socioeconomic development of society requires design, development, and implementation of value driven civic engagement processes, practices, and frameworks. These initiatives create an environment of public accountability to distribute benefits of development for the overall benefit of society. The International Journal of Civic Engagement and Social Change (IJCESC) compiles theoretical and empirical works that significantly contribute to the unexplored field of how bringing social change through civic engagement can enlarge public welfare activities.


International Journal of Research on Service Learning and Community Engagement

The International Journal of Research on Service-Learning and Community Engagement is a peer-reviewed online journal dedicated to disseminating of high quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. The journal is international in scope, with an interest in service-learning and community engagement both in the US and around the world. The Journal also aims to be comprehensive in its approach, with an interest in articles on service-learning and community engagement in a variety of settings, including K-12 education, higher education (undergraduate and graduate) and community-based programs. IJRSLCE is multi-disciplinary, drawing on existing literature and contributions from a variety of fields (education, developmental psychology, political science, sociology and others) and open to well-designed research using both quantitative and qualitative methods. Finally, the Journal is rigorous. The focus is on high quality research and scholarship aimed at expanding our understanding of service-learning and community engagement by providing an outlet for new research, discussions of the theoretical bases of civic learning, and critical reviews of the emerging knowledge base. The Journal is published by the International Association for Research on Service-Learning and Community Engagement, but submissions are open to all researchers and scholars interested in the field. The journal is published annually.


International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship

The Journal welcomes manuscripts based on the original work of the authors with a specific focus on projects, programs, research and pedagogy that involve service learning in engineering, humanitarian engineering, and social entrepreneurship.  A primary purpose of the Journal is to foster inquiry into rigorous engineering design and research and direct those efforts toward solving problems of marginalized communities – along with entrepreneurial application if appropriate. The examination of cultural appropriateness is emphasized along with the application of appropriate technologies and entrepreneurial application of sustainable solutions. Focus is also placed on associated pedagogy and the dissemination of project results as the Journal seeks to nurture service learning in engineering as a distinct body of knowledge.


International Undergraduate Journal for Service-Learning, Leadership, and Social Change

The Journal only accepts articles from undergraduate students. The Journal considers three types of articles:

  1. Articles that discuss the development of a service-learning project and the impact of the project on the community served;
  2. A case study of a service-learning project;
  3. A reflection on service-learning and the development of personal leadership.

Each article will be reviewed by selected readers and the member of the editorial board. Manuscripts should be typed double-spaced, excluding block quotations which should be typed single-spaced, and references. To ensure anonymity, author’s names and affiliation should appear on a separate cover page. Articles should not exceed 15 pages. Authors should follow APA format.

The Journal accepts Book Reviews on service-learning and social change. Book reviews should not exceed 2 pages and include Book Title, Author, and Publisher.

The Journal also accepts “Notes for the Service-Learning for Leadership Forum”. The Forum is for a brief “Comment and Response” to create a national and international exchange on contemporary issues, concerns, or ideas about implementing service-learning to impact our communities. Forum notes should not exceed 3 pages.


Journal of Community Engagement in Higher Education

The Journal of Community Engagement and Higher Education (JCEHE) is an on-line, refereed journal concerned with exploring community engagement and community-based learning perspective, research, and practice.


The JCEHE publishes accounts of a range of research focusing on practical and theoretical insights and understanding, in higher education and across the disciplines and professions. There is a focus on case studies emphasizing community engagement and engaged learning practices, methodology, and pedagogy.


The JCEHE aims to establish and maintain a review of the literature of research and practice. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.

The JCEHE is edited and published by the Center for Community Engagement (CCE) at Indiana State University (ISU) in conjunction with Indiana Campus Compact.


Journal of Community Engagement and Scholarship

The Journal of Community Engagement and Scholarship (JCES) is a peer-reviewed international journal through which faculty, staff, students, and community partners disseminate scholarly works. The JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process. The editors and editorial board strive to make the JCES a leading journal of community engagement scholarship, one that is read, comprehended, and appreciated by both professional scholars and lay people. Board reviewers are supplemented by a diverse range of additional reviewers, including community partners and students, approved by the editor. The JCES is published by the Division of Community Affairs of the University of Alabama.


Journal of Community Practice

The Journal of Community Practice is an interdisciplinary journal grounded in social work. It is designed to provide a forum for community practice, including community organizing, planning, social administration, organizational development, community development, and social change. The journal contributes to the advancement of knowledge related to numerous disciplines, including social work and the social sciences, urban planning, social and economic development, community organizing, policy analysis, urban and rural sociology, community health, public administration, and nonprofit management. As a forum for authors and a resource for readers, this journal makes an invaluable contribution to the community—its conceptualization, applications, and practice.

The Journal of Community Practice articulates contemporary issues, providing direction on how to think about social problems, developing approaches to dealing with them, and outlining ways to implement these concepts in classrooms and practice settings. Academics and practitioners engaged in community practice contribute articles that will enhance your abilities to design new programs and policy for your area. As the only journal focusing on community practice, it covers research, theory, practice, and curriculum strategies for the full range of work with communities and organizations.


Journal of Higher Education Outreach and Engagement

The Journal of Higher Education Outreach and Engagement (JHEOE) is a peer-reviewed, interdisciplinary journal for the advancement of 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. The JHEOE is published by the Office of the Vice President for Public Service and Outreach, in partnership with the Institute of Higher Education and College of Education, of the University of Georgia.


Journal of Public Scholarship in Higher Education

The Journal of Public Scholarship in Higher Education aims to advance the status and prospects for publicly engaged teaching and research in the academy by showcasing the new disciplinary and/or pedagogical knowledge generated by engagement with the community. JPSHE provides a venue for higher education faculty and administrative leadership to reflect on the ways that community engagement affects work in higher education – and its outcomes for broad issues such as classroom teaching, the advancement of research and knowledge creation across the disciplines, faculty development, tenure and promotion processes, the preparation of graduate students, etc. JPSHE welcomes diverse manuscripts, from empirically-based examinations to critical reflection pieces, theoretical investigations, commentaries, case studies, and pedagogical and research designs. All submissions must identify implications for the growth and viability of public scholarship in the academy.


Journal of Service-Learning in Higher Education

The Journal of Service-Learning in Higher Education is an online, international, peer-reviewed journal for the dissemination of original research regarding effective institutional-community partnerships.  Our primary emphasis is to provide an outlet for sharing the methodologies and pedagogical approaches that lead to effective community-identified outcomesThe Journal of Service-Learning in Higher Education is a subscription-free journal with a review board made up of various academic disciplines of the member institutions of the University of Louisiana System as well as other nationally and internationally accredited colleges and universities and affiliated organizations.


Michigan Journal of Service Learning

MJSCL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education.


Partnerships: A Journal of Service Learning and Civic Engagement

Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks, are all encouraged.

The University of North Carolina at Greensboro and North Carolina Campus Compact invite submissions to Partnerships, a multi-disciplinary, open access, and peer-reviewed periodical.


Prism: A Journal of Regional Engagement

PRISM: A Journal of Regional Engagement is an exciting, relatively new, journal devoted to promoting a culture of engagement between the university and region through the creation, application, and integration of knowledge. PRISM is multi-disciplinary, publishing quality, peer-reviewed research articles, case studies and applied research articles, and reflections across the full range of disciplinary perspectives. Similarly, PRISM welcomes all forms of analysis and methodologies.


Public: A Journal of Imagining America

Public is a peer-reviewed, multimedia e-journal focused on humanities, arts, and design in public life. It aspires to connect what we can imagine with what we can do. We are interested in projects, pedagogies, resources, and ideas that reflect rich engagements among diverse participants, organizations, disciplines, and sectors.

Public encourages community-engaged learning, research, and practice across boundaries through vivid description and analysis, documentation, evaluation, inquiry, and critique. It is part of the national consortium Imagining America: Artists and Scholars in Public Life, committed to the relationship between culture and participatory democracy. Public is aligned with IA’s Vision, Mission, Values, and Goals.

In Public, forms including performance, literature, design, sound, historical representation, video, photography, interactive media, and texts are integrated with other types of knowledge to animate and deepen engagement with civic life. We encourage public discussion and resource sharing through online and new media, including a multimedia interface to a growing archive of issues and submissions. Public connects disciplines such as the arts in economic development, humanities and social justice, and design and environmental stewardship, and often highlights more than one perspective on its subjects through collaboration with people across traditional divisions of knowledge and from multiple contexts (educational, artistic, business, governmental, neighborhood-based.)


Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning

Reflections, a peer reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service-learning, and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects, interviews with leading workers in the field, and reviews of current scholarship touching on these issues and topics.


Transform: The Journal of Engaged Scholarship

Transform: The Journal of Engaged Scholarship is an open-access, peer-reviewed, multi-disciplinary online platform for engaged scholars and practitioners.

Engagement Australia welcome submissions from the research, conceptual, theoretical and practice domains across the breadth of the engagement agenda in higher education.

Published bi-annually, the Journal will feature articles that advance the scholarship of engagement within Australia and internationally, providing space for critical inquiry, reflection and review. The Journal includes current and recently completed research, practice-oriented research, and reviews of practice relevant to engagement in the Higher Education sector.