Publication Opportunity: CFP for Higher Education, Community Engagement, and the Global Public Good

Higher Learning Research Communications Call for Papers
Special Issue on “Higher Education, Community Engagement, and the Global Public Good”

Abstracts Requested by September 15, 2015
Special Issue Guest Co-Editors: Genevieve G. Shaker and William M. Plater

Colleges and universities worldwide are increasingly aware of a shared responsibility for global conditions and of events that impact local communities— ranging from health care to climate change, from terrorism to technology, from food to finance. Not only do nations share a physical space, but they also share a future that transcends borders and that will be defined by responses to societal challenges and opportunities.

Comprised of the institutions responsible for preparing leaders in the many fields of human endeavor, the international higher education sector is recognizing an obligation to educate graduates who are effective local and national leaders because they understand and can interact in a globally interdependent world. Long embedded in local cultures and histories with their associated values, these institutions are being called upon to acknowledge, if not accommodate, different cultures and values and to meet performance standards defined by international authorities.

In this special edition of Higher Learning Research Communications celebrating the journal’s fifth anniversary, we invite scholars, administrators, and public policy officials to explore the role that colleges and universities can, should, and must play in addressing a shared public good for the benefit of local communities and for the preservation of our global shared space and future. Essays, policy analyses, reports of successful projects, or research papers are welcome on such topics as:

• How is the “public good” understood, defined and reflected in institutional mission with respect to both the local community and the world;
• Do all institutions have a duty to support or enhance the public good, whether global or local, regardless of public or private, profit or nonprofit status;
• How are local communities supported through institutional global interactions, policies, and practices;
• How are faculty, staff, and administrators engaged and supported in advancing the global public good as a part of their work;
• What educational strategies prepare graduates to be globally competent citizens able to act locally in an interdependent world;
• What measures of accountability demonstrate institutional effectiveness in serving the public good locally and transnationally;
• What shared civic learning outcomes (should) serve the global public good across nations and cultures; and
• How do global networks and associations advance the global public good?

Abstracts not to exceed 200 words will be accepted until September 15, 2015—with earlier submission preferred; full papers of 4,000-6,000 words (exclusive of references) accepted for peer review will be required not later than January 15, 2016. The special issue will be published online in June 2016 with a possible commemorative print edition to follow. All submissions accepted by the guest co-editors will be subject to double-blind peer review and editorial review by an international expert panel.

HLRC (ISSN:2157-6254) is an international, multilingual, open-access publication advancing knowledge about teaching and learning in higher education. Information about HLRC and how to submit abstracts for review may be found at www.HLRCJournal.com.

Questions may be directed to Thalia Nazario, JD, Consulting Managing Editor (tnazarios@gmail.com) or Executive Editor Carmen M. Mendez, PhD, PE (carmen.mendez@laureate.net).

Co-editors:

Genevieve G. Shaker, Senior Editor, is on the faculty of Indiana University-Purdue University Indianapolis (IUPUI) where she is assistant professor of philanthropic studies at the Indiana University Lilly Family School of Philanthropy and Associate Dean for Development and External Affairs in the Indiana University School of Liberal Arts at IUPUI; she is the editor of Faculty Work and the Public Good, published in 2015 by Teachers College Press of Columbia University.

William M. Plater, Associate Editor, is Indiana University Chancellor’s Professor Emeritus of Public Affairs, Philanthropy, and English and IUPUI Executive Vice Chancellor and Dean of the Faculties Emeritus; he is the former Senior Adviser for International Affairs at the WASC Senior College and University Commission; and he is a member of the National Advisory Panel for the Carnegie Community Engagement Classification.

IARSLCE Calling!

We thought you may find these opportunities to be of interest:

Call for Proposals
Proposals are being accepted for the 2013 IARSCLE Conference in Omaha, November 6-8, 2013.  The theme of this year’s conference is Reinvigorating our Process of Discovery: Research Informing Practice in Service-Learning and Community Engagement.
For more information about the 2013 conference, to view the call, or to submit a proposal, please visit: http://www.researchslce.org/conferences/
Submission deadline is April 12, 2013.

Call for Manuscripts
The Editorial Board of the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) invites manuscript submissions to the following four sections: Research Articles, Theoretical or Conceptual Articles, Review Articles, and Book Reviews.
Please visit the following website to see the full call: http://journals.sfu.ca/iarslce/index.php/journal/announcement/view/2.
Submission deadline is May 15, 2013.

ADP’s eJournal of Public Affairs: Call for Papers | Special Issue on Global Engagement

Call for Papers: Special Issue on Global Engagement

Guest Editors:
Steven Elliott-Gower, Associate Professor of Government, Georgia College
Keisha Hoerrner, Professor of Communication, Kennesaw State University

Demographic pressures, natural resource demands, environmental challenges, rapid technological change, economic integration, new security threats, and other transnational issues suggest that we live in a world that demands global engagement – the knowledge, the skills, and the dispositions to effectively communicate and collaborate across cultures in an effort to tackle the most pressing global issues over time. As educators, we are most concerned about how we prepare our students to engage with these global issues. How do we equip them with the knowledge, the skills, and the dispositions to be globally engaged and, significantly, effective or competent? How do we conceptualize global competence and global engagement? How do we design meaningful and measurable student learning outcomes? How do we assess global engagement? How do non-Western educators view the problems and solutions? This special issue of the eJournal of Public Affairs addresses ways in which universities and colleges are preparing students to be effectively engaged in thinking about and acting upon global issues, including participation in AASCU’s Global Engagement initiative.

The eJournal of Public Affairs is a peer-reviewed, multidisciplinary, open-access electronic journal published by Missouri State University in partnership with the American Democracy Project. In this special issue of the eJournal, we are looking for submissions that report on projects and approaches to student engagement with global issues. Submissions should focus on describing best practices or successful models, or present quantitative and/or qualitative results of global engagement initiatives. We are interested in: 1) efforts to supercharge traditional study abroad programs in terms of global engagement, 2) international programs that go beyond traditional study abroad, 2) programs or initiatives that facilitate global engagement through communications technology, 3) international service learning programs, 4) non-Western efforts to promote student global engagement, and 4) efforts to conceptualize, teach, and assess global engagement. As a multidisciplinary journal, we welcome submissions for this issue from the fields of anthropology, communications, economics, history, human geography, political science, and sociology, among others. We welcome submissions about any subject related to student global engagement.

Possible topics may include but are not limited to:

– theories of global engagement,

– assessing global engagement,

– best practices in study abroad,

– best practices in international service learning,

– communications technology and global engagement,

– local to global engagement programs,

– global engagement and global competence,

– global engagement and global citizenship, or

– integration of AASCU’s Global Engagement initiative in curricular or co-curricular options.

How to Submit:

Deadline to submit papers: January 15, 2013 Deadline extended to February 28, 2013!

Articles submitted for this special issue should not exceed 5,000 words not including references or appendices — and should have no more than six tables or figures. Each article should include an abstract not to exceed 150 words. See the guidelines for complete details about format and citation style: http://ejournal.missouristate.edu/submissions/submission-guidelines/

Submissions should be sent as an email attachment in a Word.doc file with the author’s last name, date, and “eJournal submission for Global Engagement Special Issue” in the subject line to ejournalPA@missouristate.edu.

Download PDF version of Call for Papers here.

eJournal of Public Affairs: Volume 1, Issue 2 is here!

The eJournal of Public Affairs is a Missouri State University publication in partnership with the American Democracy Project. We’re thrilled to share with you the second issue of Volume 1! Learn more about the eJournal in this February 2012 blog post.

Learn about submitting your own manuscript to this peer-reviewed publication here!

Volume 1, Issue 2 | September 2012

Confronting the Careless University

Byron White, Ed.D
Sep 28, 2012 • Volume 1, Issue 2

In a keynote address at the American Democracy Project conference in June of 2012, Byron P. White argued that despite good intentions, there are powerful forces within institutions that “challenge our best efforts at democratic engagement.” He described a series of disconnects between communities and institutions that must be overcome to fulfill the promise of a university that cares about the community in which it is embedded. Because of the importance and timeliness of the address, the editors chose to publish the speech almost as it was given without peer review.

Did I Teach Them That? The Implicit Power of Democratic Education

Paul N. Markham, Ph.D. and Eric Bain-Selbo, Ph.D.
Sep 28, 2012 • Volume 1, Issue 2

This article explores the implications of democratic education, not as isolated classroom exercises or even well-coordinated service projects, but as a general ethos that shapes institutions and subsequently becomes the greatest teacher of democratic values. In this article, the authors reflect on the general state of civic engagement in higher education, make a case for the importance of democratic civic learning, and finally issue a challenge to institutional leaders to think seriously about the environments in which students are educated.

The Painted King: Art, Activism, and Authenticity in Hawai’i

Darrell A. Hamlin, Ph.D.
Sep 28, 2012 • Volume 1, Issue 2

The conservator’s dilemma is the central drama of Glenn Wharton’s “The Painted King: Art, Activism, and Authenticity in Hawai’i.” Grounded in professional expertise, which presumes that a valued yet deteriorating object is possessed of an identifiable nature, conservators are guided by a core value to preserve objective essence through a restoration of the creator’s original expression. Success is achieved by employing the historian’s commitment to contextualized facts, a scientist’s technical skills of chemistry and engineering, and the subjective magic of the arts. students are educated.

“The eJournal of Public Affairs” Multimedia Program

Andrew P. Lokie, Jr and Dana Dominguez
Sep 28, 2012 • Volume 1, Issue 2

“In 1995, the Missouri State legislature authorized Missouri State University’s public affairs mission. Now, in collaboration with the American Democracy Project, we are inaugurating a renewed Journal of Public Affairs. To celebrate our transition online, we have renamed it The eJournal of Public Affairs.” This MSU promo was the result of an eJournal collaboration that included Marc Cooper, Kristie Reynolds, Rachelle Darabi, studio work at the FCTL, and talents from Dana Dominguez. This project represents the launching of multimedia formatted programs on the eJournal website.

ADP TDC 2012 Conference/Meeting Proceedings

Jennifer M. Domagal-Goldman, Ph.D.
Sep 28, 2012 • Volume 1, Issue 2

More than 500 faculty members, students, administrators, and representatives from our national partner organizations gathered in San Antonio, Texas for the second ADP/TDC National Meeting, June 7-9, 2012. The theme of the meeting was “Civic Engagement 2.0: Re-Imagining, Strengthening and Deepening Our Civic Work.” At this year’s meeting, attendees reported enjoying the dynamic energy created by the large number of students that attended the ADP conference. All told, 95 students attended the ADP National Meeting.

ADP TDC 2012 Abstracts

Marc Cooper and Andrew P. Lokie, Jr
Sep 28, 2012 • Volume 1, Issue 2

Scholars presented a wide array of projects at the June 2012 meeting of ADP. The editors have selected several abstracts (not peer reviewed) from ADP schools including Georgia Perimeter College, Tufts University (CIRCLE), Delta College, Illinois State University, and California State University, Chico to illustrate the wide variety of projects which were described and discussed at the meeting.

Call for Papers: The Educational Forum Themed Issue on Global Citizenship, Digital Democracy & The Classroom

THE EDUCATIONAL FORUM

Call for Papers for Themed-Issue v.77 n.4 – Fall 2013

Theme: Global Citizenship, Digital Democracy and the Classroom

The Educational Forum, Kappa Delta Pi’s premier educational research journal, is seeking articles for its upcoming Fall 2013 themed issue on “Global Citizenship and Digital Democracy” and its relationship to teaching, learning and other major educational dimensions. The Educational Forum is an international peer-reviewed journal whose mission is to “publish compelling research findings and thought-provoking perspectives as a catalyst for stimulating and encouraging research and dialogue and for advancing and transforming education.”

The Educational Forum is seeking original empirical research and conceptual essays that explore ways of understanding and addressing skills and concepts related to “Global Citizenship and Digital Democracy.” Each of these terms has contested and evolving meanings in a context of rapidly developing networks and technologies that challenge traditional boundaries for political expression and action, warranting close consideration.

“How do we teach for global citizenship?” and “What do the possibilities of digital democracy mean for educational settings from pre-K to adult learning?” are not rhetorical questions. Rather, these inquiries are a gateway to several practice-rooted and theoretical questions about the activities, insights, dispositions and dialogues that construct trans-global learning goals and emerging platforms. Some of these questions include:

• In what ways is (and perhaps isn’t) Global Citizenship a shared goal for teachers, students, researchers and educational practitioners in 24 time zones, two hemispheres and one planet?
• In what ways are advances in technology shaping new understandings and modalities for democratic engagement?
• How do the themes and skills associated with Global Citizenship and Digital Democracy translate across curricular content areas?
• What research is needed to advance education for Global Citizenship and Digital Democracy as well as related fields such as Peace Education, Human Rights Education and Civic Engagement?

Papers that address the reciprocal relationship of “Global Citizenship and Digital Democracy” to classroom practices are of particular interest. For full and specific instructions to authors, including page lengths and formats, please visit our web link at:

http://www.kdp.org/publications/theeducationalforum/authorguidelines.php

Submission deadline: February 15, 2013

Submissions must be made at http://mc.manuscriptcentral.com/utef

Note to authors: Please include the code 774  at the beginning of the title of your submission for this issue.

For more information on The Educational Forum, please visit the journal’s webpage:

www.tandfonline.com/UTEF

Contact either Academic Editor Dr. Alan Amtzis at amtzis@tcnj.edu or
Managing Editor Carrie Gaffney at carrie@kdp.orgwith additional questions.

 

You’ll find a printable copy of this Call for Papers here.