The Bonner Writer’s Workshop is designed for administrators and faculty leaders who are working with the Bonner Community-Engaged Learning Initiative and Racial Justice Initiative. This webinar will support individuals to identify topics in which they would like to research, write, and publish public scholarship. The series will help individuals and teams of writers find focus, develop strategies for writing, and complete chapters and/or articles for publication. The year-long series, which meets monthly, will support participants in their conceptualization and writing process, identifying journals, drafting work, editing, and so on. Individual participants may also find that they gain ideas and approaches to take back to their own institutions, running writers’ workshops for students, faculty, and staff. This series is led by Dr. Ariane Hoy (Vice President), Dr. Rachayita Shah (Community Engagement Scholarship Director), and Dr. David Roncolato (Senior Faculty Fellow and Professor of Community and Justice Studies at Allegheny), representing the Bonner Foundation and involves 20+ people from the national network.

1. Bonner Writer’s Workshop
A National Community of Practice
This year-long series will engage staff and faculty from across the Bonner Network in a
Community of Practice. The Bonner Writer’s Workshop is especially fitting for administrators
and faculty leaders from the Bonner Community-Engaged Learning Initiative and Racial Justice
Initiative. This webinar will support individuals to identify topics in which they would like to
publish. The series will help individuals and teams of writers find focus, do research, and write
chapters and/or articles for publication. The webinar will support participants in their
conceptualization and writing process, identifying journals, drafting work, editing, and so on.
Individual participants may also find that they gain ideas and approaches to take back to their
own institutions, running writers’ workshops for students, faculty, and staff.
The sessions will be designed to support participants to have completed at least one draft of an
article or chapter by July, 2022. Instructors and guest speakers will also help participants to
identify appropriate journals and volumes for their work. The series will include activities to help
participants identify good venues for their scholarship and writing, including peer reviewed
journals as well as other practical sources.
It is our hope to secure a new volume over this time and invite participants to also tailor their
work for that book. In 2013, the volume Deepening Community Engagement in Higher
Education: Forging New Pathways, was published and included chapters from institutions
across the Bonner Network, as well as respondent chapters from field leaders. We hope that this
volume will showcase the work of campuses now in making civic engagement, deliberative and
engaged pedagogies, and community-engaged learning deeper, more pervasive, and integrated
into institutions’ culture, student life, and academic learning.
1

2. Instructors
● Dr. Ariane Hoy, Vice President at the Bonner Foundation (ahoy@bonner.org)
● Dr. Rachayita Shah, Community-Engaged Scholarship Director at the Bonner Foundation
(rshah@bonner.org)
● Dr. David Roncolato, Director of the Global Citizen Scholars program and Professor of
Community & Justice Studies at Allegheny College and Senior Fellow at the Bonner
Foundation (droncola@allegheny.edu)
Learning Outcomes
Participants will:
● experience thinking and writing within a nurturing community of peers, be able to share
ideas and gain feedback in a workshop format.
● identify one or more topics for their own writing and complete a draft by July, 2022.
● gain skills in researching and writing a literature review.
● improve their writing, in terms of its structure, grammar, conciseness, tone, and other
features.
● become literate in identifying and navigating the submission of their articles for
publication in relevant journals.
Sessions
Webinar sessions will be held on Zoom on the second Wednesday of each month at 2:00 pm EST
beginning in December. Sessions will be 90 minutes to 120 minutes long, with time built in for
writing, sharing, and discussion of your own work. Below is a calendar for the sessions. Because
consistency and participation will be important, we ask that you commit to attending all of the
sessions.
● Wednesday, December 8 at 2 pm
● Wednesday, January 12, 2022 at 2 pm
● Wednesday, February 9, 2022 at 2 pm
● Wednesday, March 9, 2022 at 2 pm
● Wednesday, April 13, 2022 at 2 pm
● The final session will be a showcase of work embedded into the Bonner Summer
Leadership Institute, typically held at the beginning of June. The meeting will likely be
held on Zoom again this year.
2

3. Webinar Expectations
Webinar participants will be asked to:
● Prepare for and attend all sessions. You will be asked to do up to an hour of reading or
writing prior to each session.
● Be willing to vet your work with others in the community of peers. That may include
sending your writing for editing and feedback.
● Be open to providing suggestions, ideas, and communication to the instructors (as well as
peers) to maximize your experience and learning.
● Have a robust draft that you intend to publish by July of 2022.
Note: As noted, there will be up to one hour of reading or assignment shared with you prior to
the session. See the readings embedded in the sessions below, which support the theme and
activities for that month. Aside from that, we recommend you find and read at least one book
that will help you. See the list of some recommended sources at the end of this document, for
ongoing optional reading that might inform and guide your writing development and process.
3

4. SESSION OUTLINE
Please feel free to use your syllabus as a worksheet for notes.
Session 1: Why Do We Want to Write?
Wednesday, December 8 at 2 pm
Introductions
Share an adjective that describes how you feel right now about launching into this series with this
community and taking on a writing project this year.
Community of Practice Building
We will share a piece of writing that we personally like. Participants will identify one short
article, story, chapter, journalism, or a piece of writing to bring and share with the cohort, and
discuss:
1. Why did you choose this piece?
2. Why is it an example of effective or moving writing to you?
3. Does the topic of this piece connect with your own interests?
Writing in Our Fields
We will also discuss writing in the context of higher education, especially within disciplines.
This will help participants understand the expectations within their own disciplines and the field
of community engagement.
Preparation for the Session
● Bring one short article, story, chapter, journalism, or a piece of writing to bring and share
with the cohort.
● Read “Publishing Engaged Scholarship and Engaging Academic Publishers” by Edward
P. St. John from The Cambridge Handbook of Service Learning and Community
Engagement, edited by Corey Dolgon, Tania Mitchell and Tim Eatman (2017).
● After reading the chapter mentioned above, complete this brief table, and bring it to the
session:
Why do you want to write this
year?
What do you have to say?
What topic are you interested in
writing about?
Who do you want to write with?
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5. Session 2: Where Do You Want to Write?
Wednesday, January 12, 2022 at 2 pm
Finding Your Venues
We will use this session to explore potential venues for your manuscript submission. We will
share lists of peer reviewed publications (e.g. journals) and non peer-reviewed publications (e.g.
magazines or nonprofit newsletters) to research and review before the session. You may also
want to consult peers at your institution or within your discipline. We will also invite some
experienced practitioners to share their stories.
Preparation for the Session
Complete the “Frequency Chart” below using the following steps to prepare for the session. This
exercise will help us narrow down on potential journals for publication based on their aims and
scope and their relevance to your research topic.
● Review the list of journals and magazines shared by the Bonner Foundation.
● Identify at least three venues for manuscript submission either from the list shared by the
Foundation or from your own research. Out of the three, pick at least one
“peer-reviewed” and one “non peer-reviewed” publication.
● Select one issue of each journal / magazine for the past five years, and read the titles of
all the publications within that issue.
● Count the number of times these titles relate to your research focus, and add that number
to the frequency chart.
● Read abstracts of selected titles that seem relevant to your research topic.
● Add a note about your general observations about the journal and your research topic.
5

6. Frequency Chart
Your Research Focus / Question:
Publication Options 1
Peer-Reviewed
Journal
2
Peer-Reviewed or
Non-Peer Reviewed
Publication
3
Non Peer-Reviewed
Publication
Journal / Magazine
Name
# of times your research topic is published in that issue.
2021
2020
2019
2018
2017
General Observation
about each source
Discussion Questions
1. What did you note about the journals from this exercise?
2. Which journal would be your top choice for future publication? Why? (Focus, # of issues
per year, acceptance rate, journal rating etc.)
3. Which of the articles from these issues might be useful for your research topic?
4. Share with your peers the submission guidelines. Discuss your reactions to them.
5. Share your experiences of success and rejection about journal submissions with peers.
6

7. Session 3: What is your Question or Topic?
Wednesday, February 9, 2022 at 2 pm
Examining Research Methodologies
In this session, we will take a look at some types of current research studies and methodologies
that typically frame academic research and journal articles, especially for our field. These can
include qualitative and quantitative research, mixed methods, case studies, program design and
evaluation, and other formats. We are not able to cover all formats, but our exercise will
familiarize you with most of them.
To guide the session, we delve into articles from the most recent issue of the Michigan Journal of
Community Service Learning (MJCSL), an open access, peer-reviewed journal with authors and
readers around the world. The issue itself features several types of articles and highlights current
themes, perspectives, and approaches. MJCSL publishes research, theory, and pedagogy
pertinent to service-learning and civic and community engagement. MJCSL uses a unique,
double blind peer review process designed to increase collaboration amongst scholars in the
field. By asking reviewers to hold conversations about manuscripts and make joint decisions,
MJCSL’s process deepens the learning opportunity for both peer reviewers and authors, who
receive focused, unified perspectives on their work. MJCSL is considered one of the most
reputed journals for community and civic engagement.
You may find the full issue (Volume 27. Issue 1, 2021) here: https://quod.lib.umich.edu/m/mjcsl
Article and
Authors
Abstract Type of Writing
and/or
Methodology
Centering Social
Justice in the
Scholarship of
Community
Engagement by
Tania D. Mitchell
and Tabbye
Chavous
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.101
Our partnership with MJCSL to produce this special
issue was based on the premise that exploring the
roles and promise of higher education in working
toward social justice was a critical imperative. The
past year has made the urgency of this issue even
more clear. When we began the work to plan this
issue—sending out the call for proposals, thinking
through the timeline to publication—we had not yet
heard of the novel coronavirus. As we were all trying
to navigate the COVID-19 global pandemic, the
disproportionate impacts of the pandemic created a
stark picture of economic stratification, the disparities
in health care access, and the racial realities of both.
As institutions, engagement centers, and instructors
were thinking about how community engagement
work might need to change to be responsive to the
COVID-19 pandemic, the inequities laid bare made
clear the need to center social justice in this work.
Position Piece or
Volume
Introduction
7

8. Then, the multiple killings of unarmed Black
Americans—Breonna Taylor, Ahmaud Arbery, Elijah
McClain, Rayshard Brooks, Tony McDade, George
Floyd, to name only a few—due to the actions of law
enforcement, inspired a series of social protests but
also commitments from higher education leaders to
move their institutions toward racial equity, another
signal that community engagement should center
social justice...
Attitude Change
and Action in a
Course Aiming for
the Social Justice
Turn by
Lauren B. Cattaneo,
Jenna M. Calton,
Rachel Shor, Syeda
I. Younus, Kris T.
Gebhard, Stephanie
Hargrove, Nour
Elshabassi, and
Batool Al-Shaar
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.102
This article describes a longitudinal study of a social
justice–oriented service-learning course at a large
diverse university. The course elucidates the social
causes of social problems, with poverty as a case
example. Research shows that service-learning
meaningfully impacts college students but that
outcomes vary across courses and students, and
scholars have called for greater attention to these
sources of variation and mechanisms of change.
Placing social justice at the center of this inquiry
means focusing on a particular subset of outcomes and
student characteristics. The study evaluated changes in
outcomes central to social justice pedagogy, including
explicit and implicit attitudes, explored whether these
changes were moderated by students’ social class, and
tested whether attitude changes predicted civic
behavior a year later. Compared to a control group (n
= 172), students who took the course (n = 113)
increased systemic attributions for poverty, decreased
individualistic attributions, increased their awareness
of class privilege, and increased their general social
justice attitudes. They increased their civic action in
terms of political action and general civic engagement.
Implicit attitudes did not shift. Students who
experienced more financial stress changed less in
terms of deficit-oriented thinking but changed more in
terms of system-oriented thinking. Pedagogical
implications for social justice–oriented courses are
discussed, including the need to consider techniques
targeting deficit-oriented thinking and system-oriented
thinking separately.
Quantitative
Study
8

9. Developing
Critical
Consciousness:
The Gains and
Missed
Opportunities for
Latinx College
Students in a
Sport-Based
Critical
Service-Learning
Course by
Milagros
Castillo-Montoya,
University of
Connecticut;
Garret Zastoupil,
University of
Wisconsin-Madison
; and Ajhanai
Newton
University of
Connecticut
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.103
Critical service-learning is a form of engaged
pedagogy that supports development of students’
critical consciousness. However, critical
service-learning continues to prioritize the
development of white students, oftentimes at the
expense of marginalized communities and minoritized
college students. This study seeks to disrupt this
approach by examining the attributes of Latinx critical
consciousness present in 30 reflective writing entries
written by six Latinx college students enrolled in a
sport-based critical service-learning course for a
semester. Findings demonstrate how the course
aligned with students’ Latinx critical consciousness
and how Latinx critical consciousness went beyond
the focus of the course. Study findings have
implications for service-learning practitioners and
scholars who want to further consider how curriculum
and practices in critical service-learning courses can
center racially minoritized students’ critical
consciousness.
Mixed Methods
9

10. Sparking a
Commitment to
Social Justice in
Asian American
Studies
Critical Service
Learning That
Centers
“Community” to
Inspire
Leadership,
Activism, and
Social Change by
Jennifer A. Yee,
Kasandra Tong,
Mitchell Tao,
Quyen Le, Vy Le,
Phong Doan, and
Anthony Villanueva
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.104
ASAM 230—Civic Engagement Through Asian
American & Pacific Islander (AAPI) Studies is a
critical service learning course that effects social
change by fostering students’ leadership, activism,
and professional aspirations. Our team (a professor
and six alumni, some of whom became community
partners) conducted a longitudinal, autoethnographic
self-study centering social justice in the scholarship of
community engagement. Making scholarly choices
aligned with Asian American studies’ goals to
transform higher education and society, we centralize
AAPI counter-narratives as people of color whose
voices are neglected in educational research, challenge
assumptions of what “community” means in
community-engaged scholarship, and employ
intersectionality and critical race theory as analytical
lenses to expand what knowledge is valued. We found
that the course’s curricular elements and focus on
community-mindedness, radical care, and mindful
power sparked the alumni’s reflective consciousness,
leading to their intentional commitment to effect
social change through their personal and professional
lives.
Case Study
(Self-Study)
10

11. Critical
Information
Literacy and
Critical Service
Learning
Potential Partners
in Students’ Social
Justice Learning?
by Andrea E.
Brewster, Nicole A.
Branch, and
Jennifer E. Nutefall
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.104
Critical information literacy (CIL) and critical service
learning (CSL) have developed in parallel over recent
years but have yet to intersect robustly. Rooted in
critical theory, these approaches emphasize both
conceptual frameworks and practices that center
questions of social inequality in our teaching and
learning practices—and in our universities as
institutions. A small body of literature suggests that
students’ social justice understanding is deepened
when engaging with research-intensive assignments.
Within this study, we explored students’
understanding of social justice in connection with
research-intensive and non–research-intensive course
assignments. Using a semi-structured interview
technique, we interviewed 23 undergraduate students
from 15 different CSL courses over an academic year
at a private, West Coast, faith-based university. Our
intention within this article is to highlight
under-researched CIL pedagogy and curriculum
within CSL and to put forth a call to action to
university faculty and librarians to collaborate in
further research.
Qualitative
Study
Perspectives of
Community
Partner
Organizations in
the Development
of Ethical
Service-Learning
Guidelines by
Meghan Doran,
Colin Rhinesmith,
and Sarah Arena
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.107
This research brings the voices of community partner
organizations into the discussion of ethical obligations
of university and student partners in community-based
learning. We used a framework for service-learning
ethics developed by Wendler (2012), which brings
The Belmont Report (1979) on research ethics
together with decolonizing, feminist, and participatory
action research frameworks, to guide our interviews
with staff members of community organizations about
their experiences and beliefs about the ethical
obligations of faculty and students partnering with
service-learning courses. We found that the
community organization perspective deepened our
understanding of the categories elaborated in the
Wendler framework (i.e., respect, reflexivity,
beneficence, and justice) and situated them in
relationship to one another as context, process, and
outcome. Based on these findings, we introduce a
relational approach to service-learning ethics that
centers social justice, and we offer seven key
principles to reflect the perspectives of community
partners in our ethical practice.
Program
Development
11

12. Race, Power, and
Place: Lakota
Lessons from Pine
Ridge Reservation
by Christey Carwile
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.106
Drawing on three years of partnership with residents
of the Pine Ridge Reservation in South Dakota, I
discuss some of the insights and challenges of
working toward a critical community engagement that
is anti-racist, anti-colonial, and “place-engaged”
(Siemers et al., 2015). I specifically reflect on how the
bridging of academic practice with Indigenous models
of teaching and learning can offer a powerful way to
center social justice in community engagement work. I
model this approach by discussing academic concepts
and pedagogies used in the classroom alongside
Lakota concepts and stories shared during our
engagement. I then include the voices of students as
they critically reflect on lessons of racial privilege,
Indigenous survivance, and reciprocity/allyship.
Lastly, this article is my own attempt at some form of
reciprocation, as a way to respond to the common
expectation that many Lakota elders/teachers
expressed during our time with them—that we share
these lessons beyond the Reservation.
Theory and
Practice
Preparation for the Session
Pick at least one article to read from the table above, especially one that most interests and
connects with your goals and aims. Come ready to share and discuss:
1. What is your question, focus, or topic?
2. What type of study or writing would you most like to do?
3. Who is your intended audience?
4. What are your reflections from reading one (or more) article(s) from this issue of the
Michigan Journal of Community Service Learning?
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13. Session 4: How Have You Found Your Voice?
Wednesday, March 9, 2022 at 2 pm
Finding Your Voice
By this time, you’ll have a topic in mind, a venue for publication, and an idea about the type of
writing you want to work on. In this session, we will create annotated bibliographies for our
research projects. As explained on Purdue University’s Online Writing Lab, “An annotated
bibliography is a summary and/or evaluation of the sources (books, journals, Web sites,
periodicals, etc.) that one has used for researching a topic.”
Preparation for the Session
● Read “Writing Literature Reviews: A Reprise and Update (2014)” by Jamie L. Callahan
https://journals.sagepub.com/doi/full/10.1177/1534484314536705 (It talks about “5 C”
characteristics of rigorous literature reviews).
● Bring a completed Annotated Bibliography to share with the group. For your Annotated
Bibliography, make a list of ten sources (books, journals, Web sites, periodicals, etc.) that
are relevant to your research topic, and complete the following information for all the
sources. Your table of Annotated Bibliography should include 3 columns:
○ Article title
○ Article Abstract (or focus)
○ If and how this article may be applicable to your manuscript / research
Samples: Click on this link to see Annotated Bibliography Samples.
Note: You could use your notes from the Frequency Chart to identify some sources.
Discussion Questions
1. What did you observe about current trends through the annotated bibliography?
2. How will your sources strengthen your argument for the need for this research? In other
words, how will it help advance the field or identify gaps in research?
3. Who is the community of scholars you want to be in conversation with?
4. How do you find the other disciplines and bodies of scholarship and to be in conversation
with?
5. People share their annotated bibliography (small groups)
6. Create a shared bibliography in google doc. (Google scholar)
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14. Session 5: Where Are You Now?
Wednesday, April 13, 2022 at 2 pm
Checking-In With Each Other
By our April session, plan to share and bring a strong outline for your piece or even a draft. In
our meeting, we will share our drafts in small groups, eliciting ideas and feedback from our
peers. You can use the questions below to help you be prepared to share your thoughts. Through
this process, we will work through roadblocks and gain confidence and direction in our writing.
Preparation for the Session
● Read one of these short online articles and jot down some thoughts as you look at your
own piece:
● “Eleven Tips for Editing Your Own Writing” by Isaac Jutesan, October 11, 2017 for
Constant Content:
https://www.constant-content.com/content-writing-service/2017/10/11-tips-for-editing-yo
ur-own-writing/
● “How to Edit Your Own Writing” by Harry Guinness, April 7, 2020 in the New York
Times:
https://www.nytimes.com/2020/04/07/smarter-living/how-to-edit-your-own-writing.html
● Or, if you invested in the book Bird by Bird by Anne LaMott, consider reading:
○ Part 2, The Writing Frame of Mind, Section 1, Looking Around
○ Part 3, Section 4, Someone to Read Your Drafts
Discussion Questions
1. How is your research and writing coming?
2. Share the structure of your piece and the thinking behind it.
3. What questions you have for peers and feedback.
4. Where are you struggling or finding blocks?
5. What issues are you encountering in completing your piece? These may be
organizational, ethical, psychological, time-bound, etc.
2022 Summer Leadership Institute (ideally during the week of June 6-10, 2022)
During the 2022 Summer Leadership Institute, participants in the Writer's Workshop will be able
to share their drafts in a showcase event. This may involve some prior publishing and circulating
of drafts using the Bonner Learning Community, a private platform for our Community of
Practice.
14

15. SUGGESTED READINGS FOR MORE SUPPORT
Books
● Bird by Bird Instructions Writing & Life by Anne LaMott (1995). This is a wonderful
book written by an outstanding, award-winning author of essays, fiction, and prose. It is
often inspirational and even funny to read. We may integrate a few chapters here and
there but would recommend this as an empowering read. Learn more at
https://www.penguinrandomhouse.com/books/97395/bird-by-bird-by-anne-lamott/
● Stylish Academic Writing by Helen Sword (2012). Sword is a scholar, award-winning
teacher, and poet who has published books and articles on modernist literature, higher
education pedagogy, digital poetics, and academic writing. Her popular (but pricey)
academic writing workshops for faculty and doctoral students have taken her to
universities in North America, Europe, Africa, Asia, and Australasia. The book offers
insight and models for avoiding poorly written manuscripts and “dulling academic
prose.”
● The Elements of Style: Simplified and Illustrated for Busy People by William Strunk
and Virginia Campbell. The Elements of Style (you may have a copy) is a well-known
resource for grammar and strong writing. Republished in 2021, “In this stylish 100th
anniversary edition of The Elements of Style, readers of today will find a fresh, succinct
new grammar book--full of everything you need to know about writing and nothing you
don’t.” A short and go-to read.
● Writing on the Job: Best Practices for Communicating in the Digital Age by Martha B.
Coven (2022). Princeton University Press. Martha Coven begins with the basics,
explaining how to develop a professional style, get started on a piece of writing, create a
first draft, and edit it into a strong final product. Along the way, Coven provides a wealth
of concrete examples and simple templates that make the concepts easy to understand and
apply. https://press.princeton.edu/books/paperback/9780691229959/writing-on-the-job
● Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing
Success by Wendy Laura Belcher (Second Edition, 2019). University of Chicago Press.
This may be very helpful if you are looking to publish in an academic journal and want
advanced guidance on the process and on structuring your argument and compelling
evidence, developing an abstract, and editing. Learn more at
https://wendybelcher.com/writing-advice/writing-your-journal-article-in-twelve/
15

16. Articles and Web Resources
● “Publishing Engaged Scholarship and Engaging Academic Publishers” by Edward P.
St. John in The Cambridge Handbook of Service Learning and Community Engagement,
Dolgon, Mitchell and Eatman, 2017
● Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/. Purdue University
hosts this essential resource for all aspects of the writing process including general
writing, conducting research, writing a literature review, using research, and style guides
for APA, MLA, Chicago Style, IEEE, AMA, and ASA. There is even a section on
Community Engaged Writing:
https://owl.purdue.edu/owl/general_writing/community_engaged_writing/community_en
gaged_writing.html
● Survival Strategies for Academic Publishing by J. B. Thomspon, Publishing Research
Quarterly, Volume 21, 2005, pages: 3–10 https://doi.org/10.1007/s12109-005-0028-3
● The Art of Writing Literature Review: What Do We Know and What Do We Need
to Know? By Justin Paula and Alex Rialp Criadoc, International Business Review,
Volume 29, Issue 4, August 2020. Although this is a dense chapter, it does a good job
outlining types of literature reviews and includes a great bibliography for then finding
other help on particular types.
● Working Together to Ease the Pressure to Publish in Higher Education by Barbara
Burns, Academic Leadership: The Online Journal, Volume 8, Issue 4, 2010, Article 80.
● Advice on Publishing Service-Learning and Community-Engaged Scholarship.
Campus Compact Knowledge Hub, It includes a list of articles on publishing
service-learning and community-engaged scholarship -
https://compact.org/resource-posts/publishing-engaged-scholarship/
16