About the MJCSL

The MJCSL is a national, peer-reviewed journal for college and university faculty and administrators, with an editorial board of faculty from many academic disciplines and professional fields at the University of Michigan and other U.S. higher education institutions.

Since 1994, the Michigan Journal has endeavored to publish the highest quality research, theory, and pedagogy articles related to higher education academic service-learning.

With Volume 15 (2008-09), the Michigan Journal is expanding its purview to include not only articles about academic service-learning, but also about campus-community partnerships and faculty engaged scholarship.  This expansion is commensurate with the expansion of the higher education civic engagement movement.

MJCSL goals include: growing the community and deepening the practice of service-learning educators, campus-community partnership practitioners, and community-engaged scholars; sustaining and developing the intellectual vigor of those in this community; encouraging scholarship related to community-engagement; and contributing to the academic/scholarly legitimacy of this work.

Contributing authors represent a wide range of academic disciplines and professions.

From 1994 through 2000, the MJCSL published one number per year. Beginning with 2001 (volume 8), the Journal has published two issues per year: one in the fall and one in the spring. Past volumes’ abstracts can be reviewed by clicking on the “past abstracts” button on the menu.

The Michigan Journal of Community Service Learning (ISSN: 1076-0180 Print, ISSN 1944-0219 Online) is published by the OCSL Press, the publication arm of the Edward Ginsberg Center for Community Service and Learning at the University of Michigan.

Past issues of the MJCSL are available electronically for free at http://quod.lib.umich.edu/m/mjcsl/. New issues will be embargoed for four months.  We encourage you to subscribe to the hard copy to insure timely receipt of the groundbreaking scholarship on community engagement, and to help sustain this self-supporting Journal.

 

What Scholars and Practioners have said about the MJCSL

"For the first time, those interested in the field of community service learning have a superb, scholarly journal that offers the best of new insights and contemporary understandings, tested by a rigorous peer-review process."

Thomas Ehrlich
Senior Scholar, Carnegie Foundation for the Advancement of Teaching
President Emeritus, Indiana University

"I depend on the Michigan Journal for my own research and for developing academically-based community service projects. It is a very important journal."

Ira Harkavy
Director, Barbara and Edward Netter Center for Community Partnerships
University of Pennsylvania

"As the only peer-reviewed journal for service-learning, the Michigan Journal enables practitioners and researchers alike to understand and contribute to significant advances in the field. I look to the Journal as a resource for proven service-learning strategies and evaluation methods."

Sarena Seifer, M.D.
Research Associate Professor, University of Washington School of Public Health and Community Medicine
Former Executive Director, Community-Campus Partnerships for Health

"The Michigan Journal of Community Service Learning has done more to advance and deepen the theory and practice of service-learning than any other publication. It belongs on the shelf of every practitioner of service-learning and every leader in civic education. No university library should be without it."

Elizabeth Hollander
Former Executive Director
Campus Compact

"Not only one of the best service-learning resources anywhere, but one of the best journals devoted to teaching and research in higher education."

Dwight Giles
Professor
University of Massachusetts - Boston

"Required reading for scholars and practitioners concerned with service-learning instruction in post-secondary education."

Timothy Stanton
Former Director, Haas Center for Public Service
Stanford University

"The MJCSL is invaluable, not just for those interested in service-learning, but also for all committed to progressive educational change. Each issue contains articles that challenge us to reconceptualize not just our practice but the very categories we use to explain what we do as teacher-scholars."

Edward Zlotkowski
Professor, Bentley College
Campus Compact Senior Associate

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