• The initiation of grassroots change efforts
• The ingredients necessary for effective partnerships
• The challenges of sustaining change
• The process of technology transfers/research-to-practice/policy
• Action research to document effects of school-university collaborations
• Development of community resources to improve university coursework
• Civic engagement through university-community partnerships

Public policy and practice-relevant knowledge through university-community collaborations

Action-Research: Original scholarly contributions regarding research or theory focused on or produced through university-community collaborations. Adhere to rigorous scholarly criteria. Demonstrate respect for and attention to background research. Demonstrate use of appropriate research methods for the topic and area of inquiry. Evaluated for appropriateness to the Journal’s objectives, originality of research and theory, and clarity of presentation. No longer than 25 double-spaced pages, figures and references included. Topics below are sought:

• Research on social-ecological change and community development (reciprocal change effects between individuals, family systems, social centers, broader ecosystem)
• Architecture of inclusion (policies, programs, initiatives facilitating opportunity provision and reverberations in adjacent network structures)
• Service grounded in scholarship (curricular practices and programs demonstrating important juxtaposition between theory and practice; student personal and intellectual development from educative experiences)
• Empowerment of disenfranchised groups (grassroots and broader efforts designed to redress the violation of human rights)
• Phenomenology of inequity (lived experiences of those who do not have a voice; the multiplicative effects of poverty)

• Social welfare costs and benefits (prevention currency against inaction costs
• Individual and collective empowerment (via various advocacy efforts and the provision of community and/or university-based supports)
• Social and intellectual capital (identifying resources unique to higher education centers; key leverage points and methods for sustainability)
• Institutional, government-based challenges to democracy and countervailing forces of change
• Theoretical arguments for or against specific policies
• Delivery of university research to the community (issues in implementation, translation; fidelity vs. adaptation; feasibility)
• Exemplary projects of effective university-community collaborations

University-Community Collaborations: Case studies of university-community collaborations developed by university faculty, students, and/or community partners. Written descriptions of collaborations as well as multimedia submissions demonstrating the collaboration in action and/or the collaboration’s products. Collaborative submissions encouraged. Describe what the collaboration entailed, how it formed and operates, and foundational values underlying the collaboration. Make clear what each party gives to and receives from their partnership contribution. Explain why engagement method was chosen. Demonstrate background research on similar partnerships, assessments, and impact of partnerships’ actions. No longer than 25 double-spaced pages. Multimedia submissions do not exceed 30 minutes. Highlights partnerships touching on values listed above, and any topics specific to community-university partnerships, such as importance of sustainability, how to ensure reciprocity in partnerships, and shared authority and ownership in establishing roles, are especially welcomed.

Reflections on Experiential Learning: Original reflective essays and multimedia submissions (videos, audio recordings, images of artifacts of experiential learning) examining moral, ethical, philosophical, and epistemological questions confronted in experiential learning. Areas include process of learning to work within a partnership; considerations in creation of products for faculty, scholarly, community, and other audiences from collaborations, and examples of innovative products; and challenges of working in different value systems and cultural contexts. Address how experiential learning impacted values, beliefs, and assumptions and how it enhanced or complicated understanding of dynamics and complexities of issue at hand. For instance, submissions can consider how experiential learning affected ideas about knowing, social justice and inclusion, diversity and collaboration, and themselves. Address what the process taught about building impactful partnerships and whether partnership effectively achieved goals. Interested in submissions by graduate and undergraduate students in experiential learning coursework, practica, or internships. Lengths vary widely, but none exceed 15 double-spaced pages, or 20 minutes for multimedia recordings.

See Research Practices Guidelines for descriptions of evaluation criteria. For more on submission types, review timeline, multimedia submissions and supplemental materials, and manuscript ideas, see beginning of Author Guidelines.

• Promote and support reciprocal and meaningful co-creation of knowledge among scholars, educators, professionals, and community leaders, in Canada and worldwide.
• Inspire and promote productive dialogue between practice and theory of engaged scholarship.
• Critically reflect on engaged scholarship, research, and pedagogy pursued by various university and community partners, working locally, nationally, and internationally, across various academic disciplines and areas of application.
• Serve as a forum of constructive debate on the meanings and applications of engaged scholarship among partners and communities.

Essays (double, blind peer-review): Profiles critical discussions and in- depth analyses of community-engaged scholarship. May focus on specific projects or examine broad theoretical considerations defining community-engaged scholarship. Articles on a specific project offer in- depth analysis of a given project and profile its outcomes in the broader context of scholarly community engagement. Section also profiles in- depth analysis and examination of theoretical and practical foundations of community-engaged scholarship. Such essays explore theory and practice of engagement in a given context and particular discipline, or across disciplines, cultures, and practical settings. Such essays are informed by authors’ substantive experience in community-engaged scholarly practices. Not only exemplifies but also advances scholarship of community engagement: contributes new knowledge to field of engaged scholarship through discussion of innovative research practices, convincing evidence, and novel explorations of meanings and applications of community-engaged scholarship in author’s discipline and community-engaged scholarship field. Compelling and well-crafted argument, conveys a point of view seen as novel and impactful, grounded in relevant and current literature.

Reports from the Field (editorial review): Includes journal contributions that may focus on specific ongoing and completed projects. Submissions to this section do not normally offer critical analysis of a broad theoretical issue nor provide in-depth theoretical arguments.

Book Reviews (editorial review): Profiles reviews that offer critical overview of recently published monographs, essay collections, conference proceedings, manuals, workbooks and other self-standing published works related to the field of community-engaged scholarship. Main point of the review is to offer a critical evaluation of the work under review, indicate the book’s strengths and weak points, identify further readership, and discuss the book’s contribution and applicability to the field of engaged scholarship. See Books for Review.

Publishes evaluative case studies of community engagement initiatives, analyses of the policy environment, and theoretical reflections that contribute to the scholarship of engagement. Articles not only transcend university-community, researcher-practitioner, and scholar-activist boundaries, but also bridge disciplinary boundaries. Cooperative, mutually beneficial and ethical research approaches to conceptualizing, designing, completing, and communicating research are encouraged.

Seeks articles that rigorously combine different knowledge bases that have traditionally been separated into academic and non-academic worlds, increasing the timely and accessible flow of information to scholars, community leaders, and activists seeking to improve quality of life in local communities around the world. Promotes institutional change in the ways in which community, university, industry, and government see themselves and their partnerships. Explores creative tensions existing between theory and practice, and between various participants in the research enterprise, and advances the value of research driven by need as much as curiosity. Publisher: UTS ePRESS on behalf of the Centre for Social Justice and Inclusion, University of Technology Sydney, Australia.

• Research articles (refereed): Essential for scholars working in the community engagement field to have their work institutionally recognized, this section contains articles that have been double blind (anonymously) peer reviewed. To be included in this section, articles must be based on

• substantiated scholarship, may be theoretical or research-based, and provide critical reflection and analysis. They must contribute new knowledge to the field of university-community engagement. Articles should be between 6,000 and 8,000 words in length, including a comprehensive reference list.
• Practice-based articles (non-refereed): An opportunity for excellence in the reporting and reflection on engagement in practice, this section includes articles that have been reviewed by the Editorial Committee before being accepted for publication. Where appropriate, articles will also be (anonymously) peer read. Articles will demonstrate rigorous and
• reflective analysis of professional practice-based experience in the field of community engagement, with reference to the broader context as appropriate. Case studies, overviews, research at an early stage may all be included. Articles should be between 3,000 and 6,000 words in length. A maximum of two practice- based articles are included in each volume.
• Snapshots (non-refereed): Designed to showcase the rich variety of knowledge, experience, and impressions by all stakeholders in community-university collaborations. This section includes contributions that have been reviewed by the Editorial Committee before being accepted for publication. It showcases work from the full range of participants in university-community research and engagement: from community members and students to industry and government representatives. The focus of this section will be on reflections of day-today practice and experience, and may include impressions and analyses, collaborative essays, edited interviews, oral histories, and profiles. Contributions should be between 2,000 and 3,000 words in length. A maximum of two submissions are included in each volume.

• Research Articles reporting on the findings from empirical studies of service-learning, community engagement and/or related civic education and civic engagement efforts. (peer reviewed)
• Theoretical or Conceptual Articles examining potential or existing theoretical or conceptual bases of service-learning and community engagement. (peer reviewed)
• Review Articles that take a critical look at emerging findings and practices in the fields of service-learning and community engagement to assess the state of knowledge in the field and/or the significance of existing literature. (peer reviewed)
• Book Reviews of recent publications in the service-learning, community engagement, or civic education field. (1,500 words or less)
• Manuscripts on area of scholarship identified by one of the five Journal sections (more details For Authors under header “Main Sections of the Journal”):
• Advances in Theory and Methodology: New conceptualizations of effects of service-learning and community engagement on institutions, faculty, students, and communities. Proposed applications of new theories and/or concepts in cognate fields, such as psychology, sociology, or political science. Methodological issue analyses and suggestions for strengthening study of service-learning and community engagement, such as potentially useful new research designs, sampling approaches, or analysis methods. Development and testing of new measures or instruments with potential utility for the field.
• Student Outcomes (Primary, Secondary, and Higher
• Education): Research results on effects of participating in service-learning and community engagement on one or more outcomes, including conceptualizing processes of growth in student learning and developmental outcomes. Report findings on quality features of service-learning and community engagement experiences.
• Faculty Roles and Institutional Issues: New theory or conceptual frameworks on faculty roles/responsibilities in context of the field. Research on faculty motivation, or positive and negative effects on faculty development such as role identity and professional advancement. Results of professional development models or other supports such as incentives or study circles. Service-learning and engagement for reform/transformation across the educational spectrum. Histories, institutional policies, emergent structures, and practices associated with institutionalization of service-learning and engagement in primary, secondary, and higher education as well as in community-based organizations. Service-learning and engagement in institutional assessment.
• Community Partnerships and Impacts: Impacts of relevant activities on communities. New conceptualizations of civic roles/responsibilities of educational institutions and tensions surrounding them as they emerge from within the institution or in dynamics with communities and external partners. Effects of engagement-oriented transformations to institutional structures and policies. New, community-engaged visions of general studies or professional development programs, other curricula or individual courses, or studies’ results of effects of efforts to reform these

• educational structures. Relevant research in disciplines and implications for research questions, design, instrumentation, modes of analysis, and/or knowledge sharing. Journal section prioritizes submissions that (a) speak to practice and theory of campus-community collaboration with the partnership as a conceptual framework and unit of analysis, and
• (b) demonstrate community collaborators’ early and continuing involvement in framing objectives, implementing project and program practices, and evaluating work.
• International Service-Learning and Community Engagement Research: Theoretical foundations for analyzing value and potential impacts of service-learning and community engagement in non-U.S. national, political, and/or cultural settings. Potential implications of international contexts for movements toward institutional engagement or community- engaged scholarship, or results of research on progress in these movements. Transnational efforts to build coalitions for advancing research. Results of student outcomes; faculty motivation, roles, and professional development; institutionalization issues; and community partnerships and impacts in non-U.S. settings.
• Book Reviews: Reviews of recently published books of significance to the service-learning and community engagement field.

• Articles that discuss the development of a service-learning project and the impact of the project on the community served;
• A case study of a service-learning project;
• A reflection on service-learning and the development of personal leadership.

The journal accepts Book Reviews on service-learning and social change. The “Notes for the Service-Learning for Leadership Forum” is a national and international exchange on contemporary issues, concerns, or ideas about implementing service-learning to impact our communities.

• Perspectives: Invited articles from faculty and administrative leaders addressing topical issues.
• Research and Theory Articles: A general article is research-based with a theoretical foundation that advances new knowledge or provides theoretical insights and understanding into community engagement and community-based learning. These articles should have a sound methodology/research design and well-developed analysis (data) section. A statement regarding IRB approval or exemption is expected in all human subjects research. The total length must not exceed 25 double-spaced, typed pages.
• Insights, Case Studies, and Applications: Tightly written descriptive case studies that include a concise, brief description of methods employed and attempt to illustrate a specific relationship or set of relationships about the application and insights towards community engagement and community-based learning. Could describe a particular problem and draw attention to the implications of the work for the larger field of study of higher education, community engagement, and pedagogy. The piece should provide a rich contextual framework through service-learning and community engagement literature. The total length must not exceed 15 double-spaced, typed pages.
• Forum: Offers a medium for authors to present editorial remarks and their perspectives and observations about community engagement. These comments can be gleaned from the author’s engagements and derived from the author’s particular disciplinary orientation, previous experiences, and the like. Such observations might focus on similarities or differences (and the likely bases for these) in the nature of problems, institutions, or social processes they encounter. Hypotheses and research questions prompted by such experiences are welcome. Editorial or professional reaction or commentary on published material in the journal is also welcome. Total lengthis 5 to 8 double-spaced typed pages.
• Research Notes: A short article on a methodological or research design. The total length must not exceed six double-spaced, typed pages.
• Book Reviews: Book reviews focus on new community engagement and community-based learning books that are both academic and applied.

• Book reviews will be solicited. The total length must not exceed four double-spaced, typed pages.

• Regular Manuscript submissions are quantitative, qualitative, and mixed-methods empirical studies. The journal also welcomes submissions that utilize new and emerging methodological techniques. Submissions should be based on a solid theoretical or conceptual framework, and the discussion of the research findings should include practical, theoretical, and/or policy implications. These submissions should demonstrate central involvement of students and/or community partners and advance the field of community engagement scholarship, and should not exceed 8,000 words.
• Research from the Field articles have a practice or case study orientation and share best practices, practical wisdom, and applied knowledge. Context is an essential part of community engagement work; therefore, it is critical to situate Research from the Field submissions philosophically, historically, and theoretically in order to systematically extend our knowledge and understanding. Innovative partnerships that demonstrate central involvement of students and/or community partners have the potential to make highly interesting pieces for this section. Research from the Field submissions should go beyond a simple project description to include innovative lessons learned or best practice principles with strong application and practice implications. (6,000 words max)
• Community members working with academic partners from all disciplines are invited to submit original work to the Community Perspectives section. All forms of writing, analysis, creative approaches, and methodologies are acceptable for this section. Specific types of submissions appropriate for Community Perspectives include commentaries, critical reflections, and opinion pieces related to community engagement and/or engaged scholarship. Given the interdisciplinary nature of the field, scholarly contributions of many kinds related to the field of engagement scholarship are encouraged and will be considered for publication in JCES. (750–2,000 words max)

• Students from all disciplines are invited to submit original work to the Student Voices section. All forms of writing, analysis, creative approaches, and methodologies are acceptable for this section. Specific types of submissions appropriate for the Student Voices section include commentaries, critical reflections, and opinion pieces related to community engagement and/or engaged scholarship. Given that engagement scholarship is such an interdisciplinary field in which there are many appropriate ways to best “tell the story,” scholarly contributions of many kinds related to the field of engagement scholarship are welcome and will be considered for publication. (750–2,000 words max)
• Synergistic Submissions will provide authors the opportunity to
• publish either a Regular Manuscript or a Research from the Field piece and then publish accompanying Student Voices and/or Community Perspectives pieces. The accompanying Student and/or Community pieces should be written by student or community authors involved in the engaged scholarship featured in the Regular or Field submissions and further explore some important aspect of the effort. In this way, Synergistic Submissions provide space for authors to feature the experiences and insights of their student and community collaborators in a way that is connected to, not apart from, their presentation of research. We all know the stories that get left behind “in the field” are some of the richest. Synergistic Submissions honor the stories behind the research story, yielding a combined greater effect. To indicate Student Voices and/or Community Perspective pieces as Synergistic Submissions, please note the name and author of the accompanying Regular or From the Field Manuscript in your cover letter during the submission process.
• Book Reviews submitted to JCES should give the reader a well-developed sense/description of the book, but should also go beyond description to discuss central issues raised by the text. Reviewers are encouraged to address how the reviewed book addresses theory, current scholarship, and/or current issues germane to the subject of the book and engagement scholarship. Reviewers may reference other material that has bearing on the book being reviewed, particularly when these sources have the ability to position the book within larger discourses regarding the topic. Ideally, Book Reviews should not exceed 1,500 words.
• For special issues, see special issue policies.

• Full Length Original Research Manuscripts: Describe well-developed, theoretically and/or empirically rigorous research in a topical area of interest to the journal. Makes a major contribution to community practice literature. (25 pages max)
• From the Field: Reports of promising projects, organizing campaigns, innovations, and new community-based programs in early implementation stages. Case studies and program evaluations using participatory methods welcomed. (15 pages max)
• From the Classroom: Innovations in teaching community practice. Features brief reports of teaching strategies and curriculum innovations. Ideally, the manuscript includes rigorous evaluation of efficacy, but may also be a thoughtful case study. Examples: Service-learning innovations, class activity analyses, student attitude surveys, technological adaptations, or (quasi) experimental design of new pedagogy. (15 pages max)
• Innovations in Community Research: Cutting-edge methods, intervention evaluations, and strategies employed in the field. Examples: Exploratory factor analysis of new scale for community research, program evaluation using participatory methods in a new way or with a community partner not typically doing research, or new spatial measures for population or administrative data. Originality, conceptual/empirical soundness, and well-argued in literature context. (15 pages max)

• Research Articles: Quantitative, qualitative, or mixed-method studies that demonstrate the long-term impact of a university- community engagement project on the community, students, faculty and staff, or the institution.
• Reflective Essays: Thought-provoking examinations of current issues related to university-community engagement that are anchored in the literature.
• Projects with Promise: Descriptions of early-stage university-community engagement projects with early indications of impact, plan for long-term evaluation; plan for how the project will be sustained, and best practices for the reader to emulate.
• Book Reviews: Reviews of books related to university-community engagement that go beyond mere description of the contents to analyze and glean implications for theory and practice.
• Dissertation Overviews: Dissertation summaries of methods used to examine topics related to university-community engagement.

• Widen community of civic engagement educators, engaged scholars, and their community partners in order to expand the number of groups and individuals experiencing benefits that accrue from engaged scholarship.
• Encourage research, theory, pedagogy in civic engagement, campus-community partnerships, curriculum-based and co-curricular service-learning, and engaged/public scholarship.
• Honor and develop the intellectual vigor of students, staff, faculty, and community partners.
• Contribute to growth of civic engagement and engaged/public scholarship in order to develop a civic temper that inspires collective action to expand access and opportunity to political, economic, and social power.
• Encourage interdisciplinary approaches to complex social issues.
• Promote scholarly innovation reflecting and advancing diversity, equity, and inclusion.

• Lively, original articles on research, theory, pedagogy, and other issues pertinent to civic engagement; campus-community partnerships; curriculum-based and co-curricular service- learning; and engaged/public scholarship in higher education.
• Imagines informed audience outside individual authors’ fields. Perspectives from multiple disciplines enrich the work of engagement.
• Diverse university and community stakeholders engaging in discovery, dissemination, and application of ideas. New scholars are encouraged to submit.
• Asks questions advancing the overall field and reflecting systematic inquiries that produce new knowledge/understanding and offer a clear intervention in the interdisciplinary engagement field.

• Methodologies may vary, but should have support from data, textual evidence, and/or analysis, and conclusions with implications for scholars, teachers, and/or practitioners across geographic locales.
• Even if narrow scope and sample size, offers replication, application, or adaptation opportunities. Generally not published: Individual program descriptions or reflections only on lessons learned from implementing established engagement principles.
• Rigorous, accessible, and an expansive community perspective. Probes hard questions and balances theoretical/conceptual ideas with sharp focus on complexity of shared experience, places, people, and politics.
• Criteria for judging manuscripts: clear goals, appropriateness of methods, effectiveness of the presentation of ideas, compellingness and uniqueness of results, and reflectiveness of analysis.

• Editorial(s): Short pieces that introduce and frame the issue, written by the editor, members of the editorial board, and others by invitation.

• Principles and Practices: Critical pieces that provide examples of how ideas play out in practice, incorporate humanities, arts, and/or design in public life, and link to the issue’s theme. Text or multimedia driven, authored individually or jointly, and in narrative, interview, or other form. Text-based submissions: 3,000-7,000 words, including endnotes.
• Resources and Case Studies: Specific, replicable instances of effective and/or inspiring projects, programs, or teaching, as modest as a single assignment or syllabus, or as large as a multi- year, cross-sector, cross-disciplinary endeavor. Provide a 250-500 word introduction/frame as well as initiative description. Text-based submissions: 500-3,000 words.
• Reviews: In line with mission, critical reflection of performances, books, websites, exhibitions, films, etc. A month before deadline, email the editor a 150-word statement of the review and its interest to constituents. Unsolicited reviews not accepted.
• Text based submissions: Single work: ≤ 1,100 words; Comparing at least two works: ≤ 1,800 words.
• Review Criteria:
• Significance to the field: Contributes to public discourse on role of arts, humanities, or design in public life, adding significance intellectually, aesthetically, and/or practically. Deepens, enriches, or contests current thinking and practices of engagement. Offers interdisciplinary value.
• Accessibility: Text language accessible to multiple publics regardless of disciplinary training.
• Quality: Artistic media uses the form well based on color, form, structure, etc. Text-based works are in a clear, engaging style.
• Argumentative soundness: Submission uses appropriate methods with respect to the goals, questions, and context of the work.

• Research articles that report on the findings of empirical studies of higher education engagement with communities (blind peer reviewed)
• Theoretical and conceptual articles that examine the theoretical and conceptual approaches to higher education engagement with communities (blind peer reviewed)
• Practice articles that examine practice in the field of higher education engagement with communities (blind peer reviewed)
• Book reviews of recent publications in higher education engagement with communities and related fields (editor/editorial committee reviewed)

The journal strongly encourages faculty to exercise professional judgement about the quality of work they encourage students to submit to the journal. It strongly discourages faculty from requiring students to submit papers for course credit. Because it is a volunteer editorial staff of faculty and students, it has limited reviewing resources. The journal asks that faculty carefully mentor students so that only papers of sufficient quality that have a chance of publication are submitted. If it realizes that submissions are required for course credit, it will de-prioritize reading those submissions, which would mean that even the best submissions might not be considered for the journal.

Categories
Some categories are likely to overlap. They serve more as a guide for various forms of intellectual and creative work. The journal does not want students to feel limited by the categories, because it is most interested in sharing work on service learning and community based research from undergraduates. The journal encourages students who are uncertain about the category for their work, or whether their piece is appropriate for the journal, to talk to their professor and/or contact the journal editor, Jill Waity, at ujslcbr@uncw.edu. If the editorial team believes a submission would fit better in another category, it will inform the author.

Note: Each submission should include a letter to the editor detailing the topic of the submission, contact information for the author, and any additional information the editorial team should know regarding the submission. For an example letter to the editor, click here. See Information for Authors for review process. Author and Faculty FAQs also available on the website.

• Research articles advance knowledge about service learning, community-based research, or another related curriculum- and/or research-based public/community engagement activity. These articles will include a thorough literature review and implement one specific methodology or several methodologies (e.g., case study, empirical research, extensive theoretical investigation, textual analysis, etc.).Some students may have done this kind of research project as an honors or senior thesis. Other students may have written research articles for classes. This category models the kinds of research articles published in such journals as Journal of Public Scholarship in Higher Education, Michigan Journal of Community Service Learning, Journal of Higher Education Outreach and Engagement, and Partnerships: A Journal of Service-Learning and Civic Engagement. Submissions are 12-20 double-spaced pages, size 12 points, font Times New Roman. For examples, click here and here.
• Reflective essays reflect on experience learned from participating in service-learning activities and/or research with other community partners and leaders. Reflective practice is the ability to review an action so as to engage in continuous learning (Dewey, 1933; Schon, 1983; Eisner, 1998). The purpose of the reflective essay is to provide a forum for critical and creative attention to the values and beliefs that inform the writer’s service-learning experience. By examining one’s practice deeply and broadly, practice-based professional learning, rather than from formal teaching or knowledge transfer, becomes an equally significant source of personal professional development and improvement.

Submissions should be 4-10 double-spaced pages, size 12 points, font Times New Roman.

References:

Dewey, J. 1993. How We Think. Boston: D. C. Heath.

Eisner, E. W. 1998. The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. Upper Saddle River, NJ: Prentice Hall

Schon, D. 1983. The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books.

• Analytical essays draw on the intellectual work of the course but are not extensively researched. Most likely essays written for the class in which the service learning or community based research took place, ideally grounded in readings from the course. Submissions should be 4- 10 double-spaced pages, size 12 points, font Times New Roman.
• Research done in partnership with a community organization should be submitted in the precise form given to the organization for its use. This could be in a number of different mediums and formats such as an infographic, a PowerPoint presentation, or an academic poster. This submission must be accompanied by a reflective essay that follows the above description for Reflective Essays. Submit research in the form given to the organization. Accompanying Reflective Essay submissions should be 4-10 double-spaced pages, size 12 points, font Times New Roman.
• Open category includes intellectual work that fits within the journal’s scope but does not fit neatly into any of the other categories. Submissions should not exceed 12 double-spaced pages, size 12 point, font Times New Roman. Letters to the editor should explain why the submission is best suited for the open category than the other categories.