Published twice a year by the University of Michigan
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.
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.
Sponsored by North Carolina Campus Compact, and hosted by Appalachian State University, Partnerships focuses on how theories and practices can inform and improve partnerships among students, faculty, community agencies, and administrators. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks are all encouraged.
Three times a year by Association for Experiential Education
Focuses on diverse range of articles in subject area including outdoor adventure programming, SL, environmental education, therapeutic applications, research & theory, and the creative arts.
Published by Missouri State University
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.
Twice a year
Focuses on the discussion around service learning, connecting the academic curriculum with service, locally and globally.
Published by the University of Alabama
This journal is a "peer-reviewed international journal through which faculty, staff, students, and community partners disseminate scholarly works. JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process."
Published nine times a year
American Psychologist is the official journal of the American Psychological Association. As such, the journal contains archival documents and articles covering current issues in psychology, the science and practice of psychology, and psychology's contribution to public policy.
Peer-reviewed journal focusing on contemporary politics, teaching, and the discipline Its coverage has evolved since its introduction in 1968 to include critical analyses of contemporary political phenomena by authors working within their own sub-fields aimed at the informed, general reader.
Published quarterly by the U of Chicago Press
The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.
Published three times per year by the Institute for Learning and Teaching in Higher Education. Focuses on all aspects of developments, innovations and good practice in higher education teaching and learning worldwide. Includes accounts of research by those active in the field of learning and teaching in higher education, and overviews of topics, accounts of action research, outputs from subject-specific project teams, case studies and theoretical perspectives.
The Harvard Educational Review is a scholarly journal of opinion and research in education. It provides an interdisciplinary forum for discussion and debate about the field's most vital issues. Since its founding in 1930, HER has become one of the most prestigious education journals, with circulation to policymakers, researchers, administrators, and teachers.
AAC&U's award-winning journal is the national forum about liberal education--a forum addressing teaching and learning, leadership, faculty innovation, and institutional change all in the service of improving undergraduate education.
Public is a peer-reviewed multimedia e-journal for projects, pedagogies, resources, and ideas incorporating humanities, art, and design in public life. Public seeks rich engagements between a diverse range of participants, disciplines, sectors, and organizations, as well as between works in its interactive archive.
Center for Public Service, Tulane University, New Orleans, LA 70118 504-862-8060 email@example.com