eJournal of Public Affairs: New CLDE17 Issue

We’re thrilled to unveil the latest issue of the eJournal of Public Affairs, a collaboration between Missouri State University and AASCU’s American Democracy Project. This issue features content from the 2017 Civic Learning and Democratic Engagement meeting in Baltimore, Md. organized by ADP, TDC, and NASPA’s LEAD Initiative.

Issue 7.1 of the eJournal of Public Affairs is what we’re reading!

---

Intro Essay: Civic Learning and Democratic Engagement

By Jennifer Domagal-Goldman, National Manager, American Democracy Project, AASCU; Stephanie King, Assistant Director for Civic Engagement, Knowledge Community, and Social Justice Initiatives, NASPA; and Verdis Robinson National Director, The Democracy Commitment
Read more

---

Articles

Collaborative Engagement from within the Academy: A Self-Reflexive Narrative

By Danielle L. Lake, Grand Valley State University
This essay builds upon the current movement around publicly engaged scholarship, seeking to illuminate its challenges, risks, and rewards through a…

Read more

Enhancing Civic, Electoral, and Political Engagement Through International Student Inclusion

By Adrienne McNally, New York Institute of Technology
International students are often overlooked in the typical civic engagement activities of colleges and universities. However, including international students in such…

Read more

College Student Food Insecurity and Awareness and Use of Supports: Recent Findings from a Survey of Students at a Mid-Sized State Comprehensive University in Kansas

By Brett Zollinger, Fort Hays State University; Shala Mills, State University of New York at New Paltz; Emily Brandt and Wendy Rohleder-Sook Fort Hays State University Recognition of food…

Read more

Invited Essay: Educating for Democracy in Undemocratic Contexts: Avoiding the Zero-Sum Game of Campus Free Speech Versus Inclusion

By Nancy Thomas, Tufts University
The debate over free speech and inclusion in higher education is not new, but it has reached new levels of vitriol and confusion as…

Read more

Bridging Civic Engagement to Civic Responsibility Through Short-Term, International Service-Learning Experiences: A Qualitative Analysis of Student Reflections

By Stephanie Malinenko, Justine Tutuska, and Lynn Matthews, Daemen College
Written reflection is a tool commonly used by faculty to assess student learning in service-learning courses, which are frequently…

Read more

---

Reviews

Book Review: Teaching Civic Engagement Across the Disciplines

By Melanie Nichole Burdick, Washburn University
Teaching Civic Engagement Across the Disciplines. Edited by Elizabeth C. Matto, Alison Rios Millett McCartney, Elizabeth A. Bennion, and Dick Simpson. Washington, DC: American Political…

Read more

Book Review: You’re More Powerful Than You Think: A Citizen’s Guide to Making Change Happen

By Derek W. M. Barker, Kettering Foundation
You’re More Powerful Than You Think: A Citizen’s Guide to Making Change Happen. By Eric Liu. New York: Public Affairs. 2017. ISBN: 9781610397070. 256 pages.…
Read more

---

Features

Invited Commentary: Democratic Engagement and Community Engagement: The American Democracy Project at California State University San Marcos

By Scott Gross, Kimber M. Quinney, and Catalina Langen, California State University San Marcos
The American Democracy Project (ADP) at California State University San Marcos (CSUSM) is unique in…

Read more

Food Pantry Making a Difference for FHSU Students

By Chase Willhite, Kansas Health Foundation
Across Kansas, as students like Shane Keller face increasing economic challenges, food insecurity becomes an issue. But, with the help of a Kansas Health…

Read more

CivEd Talks – Doing Civic Engagement through a Wicked Problems Lens: The Case for Passionate Impartiality

By Martín Carcasson
Amid perhaps the most polarized time in our nation’s history, the quality of public discourse has also reached historic lows. Civic engagement practitioners must find ways to…

Read more

CivEd Talks – Millennial Conservatism and Civic Engagement: No, Really, What Do Young Conservatives Want?

By Jane Coaston
Young conservatives are here to stay, and in 2016, they voted in higher numbers — and exhibited higher engagement with candidates and issues — than they had…

Read more

CivEd Talks – Citizen Power

By Eric Liu
Far too many Americans are illiterate in power – what it is, how it operates, why some individuals have more than others. As a result, those few…

Read more

Call for Papers: A Citizen Journal in Re-Imagining a 21st Century Democracy

Please feel free to distribute widely:

Re-Imagining a 21st Century Democracy is a pilot journal that will crowd-source ideas on how to improve democratic practice from a citizen-centric perspective. We are looking for new ideas on ways that communities can engage individuals in democracy and promote democratic behavior and values, whether through educational practices, grassroots mobilization, government initiatives, or other means (largely at the local level).  We will then promote these ideas to the rest of the country and world. The journal is open to contributors of all backgrounds and occupations – scholars, practitioners, students, and others working to improve our democracy.

The journal is being launched in conjunction with an ongoing project from Brown University’s Swearer Center to promote and defend democratic values in educational institutions.

Innovative to this journal is that we will actively encourage articles written by stakeholder partners: scholars with students, practitioners and educators.  We want to encourage unlikely partners to demonstrate how they are working together to improvement democracy.

Content: The journal will contain 10-12 articles of 1,500 to 2,500 words. Each article should contain:

• A specific idea and practice that has promoted democratic values and behavior in an innovative, local way; or a plan for such an idea, if it has not yet been implemented;
• A component that has measured the success of the intervention (qualitative or quantitative), or a discussion of how a future intervention will be evaluated;
• Partnership between community practitioners, scholars, and students in writing of the piece (2 of 3 will suffice).

Application Process: We will solicit ideas for the journal from across the country and world – anyone can apply. The first step of the process is to submit a 250-500 word synopsis of the project, along with the proposed collaborators, by February 10^th.  A panel of judges will assess each submission based on pre-determined rubric.

The top 10-12 ideas will then receive coaching and support as the idea becomes the 1,500-2,500 word article.  After final submission, each group will receive a $500 award and be featured in the publication. For submissions featuring innovations that have yet to be carried out, the award is intended to help contributors implement their ideas in their communities.

More information: Contact Scott Warren, Swearer Center Democracy Fellow, at scott_warren@brown.edu.  Applications should also be sent to this e-mail address.

Call for Submissions: JEE Special Issue on Social Justice in Experiential Education

The Editor and Editorial Board of the Journal of Experiential Education (JEE) invite article submissions for a special issue on Social Justice in Experiential Education, tentatively scheduled for publication in March, 2019. Associate Editor Dr. Karen Warren (Hampshire College) will be acting Editor for this special issue. Submissions from established and emerging scholars are welcome. View the Call for Submissions.

Changing demographics, economics, and social climates have situated social justice as a key concern within the experiential education community.  Issues of equity, accessibility, and liberation challenge theorists and practitioners to seek new directions in transforming experiential education programs. Prior scholarship has established diversity, equity, and representation as ethical and practical imperatives in experiential education. This special issue will contribute to the ongoing dialogue about these or other social justice concerns in adventure/wilderness, service learning, therapeutic, classroom, and community-based settings. In addition to empirical methodologies, rigorous conceptual submissions that expand theory and practice of social justice in experiential education are encouraged.

Topics to guide submissions include but are not limited to:

• Intersectionality of race, class, gender, and other identities including ecological identity
• Decolonization scholarship, practice, and activism in experiential education
• Critiques using queer theory, post-structural feminism, and critical theory
• Reconceptualizing meanings of outdoor spaces and concepts of adventure and risk
• Cultural competency training, education and leadership development
• White privilege and white fragility
• Critically reflexive experiential education research
• Understanding the role of socioeconomics and class oppression in experiential education programs
• Universal design and accessibility for people with disabilities
• Experiential education methodologies that can enhance social justice education
• Service-learning programs’ support for or dismantling of narratives of privilege
• Experiential education in the context of rising nationalist and populist movements

See the attached flyer for more information. Questions can be directed to Dr. Karen Warren: kwCC@hampshire.edu. Also please contact Dr. Warren if you wish to be considered as a potential reviewer for this issue.

What We’re Reading: New Partnerships Journal Issue

Read the latest edition of Partnerships: A Journal of Service-Learning and Civic Engagement, North Carolina Campus Compact’s peer-reviewed, online journal, hosted by the University of North Carolina at Greensboro.

This spring 2017 issue of Partnerships offers new perspectives and research on enduring matters for service-learning scholars and practitioners.  Three articles tackle distinct areas of concern: co-curricular service to complement academic service-learning; international service-learning, and, curriculum development using a cross-sector team that does not adhere to traditional hierarchies. In addition, three book reviews confront the “why” of our engaged work even as we regularly strive to disseminate the best possible practices within engaged scholarship.

The journal is available online here.

Articles:

• Creating Intentional Paths to Citizenship: An Analysis of Participation in Student Organizations (Julianne Gassman, Jennifer M. Beck, Jonathan Klein)
• Developing Compassionate and Socially Responsible Global Citizens through Interdisciplinary, International Service-Learning (Sara Fry, Aileen Hale, Kelli Soll, Christopher Bower, Adiya Jaffari)
• Bringing innovation theory to practice in a program model for collaborative knowledge building: The Curriculum Fellows Program (Laura Barbas-Rhoden, Beate Brunow, Sydnie Mick)

Book Reviews:

• The political classroom: Evidence and ethics in democratic education (Vincent Russell)
• Public participation for 21st century democracy (Jeanette Musselwhite)
• Engaged research and practice: Higher education and the pursuit of the public good (Kathleen E. Edwards)

What We’re Reading: Journal Issue on Urban Food Networks

Metropolitan Universities journal issue 28.1: Urban Food Networks, released in February, tackled the often complicated relationships between urban and metropolitan communities and the food systems they rely on. Authors in this issue explored how their academic institutions are taking steps to study and bring positive initiatives to change the conversations about food systems at their campus and the surrounding communities.

Three urban community farms community gardens in Cleveland, OH, Washington, D.C., and Richmond, VA, have been increasing community access to fresh food and are the feature of a recent article and photo gallery.

Click here to take a closer look at their efforts.

If you haven’t had a chance to read this issue, dive right in with articles such as:

• Farming Chicago: Prospects for Higher Education Support of Sustainable Urban Food Systems in the U.S. Heartland explores how higher education institutions can contribute to development of sustainable food resources for residents of North American cities
• The Urban Food Hubs Solution: Building Capacity in Urban Communities demonstrates how the University of the District of Columbia is building capacity in the food desert neighborhoods of Washington D.C.
• The case study Collective Approach to Complex Food System Issues, the Case of The Ohio State University tries to better understand the role of the university in food systems through The Ohio State University.

Click here to view full issue

Also, keep an eye out: Metropolitan Universities issue 28.2: Charting the Future of Metropolitan Universities—DC Conference Issue will be published in May.