Writing+about+university-community+impact+research

**Writing about university-community impact research** Trish Kalivoda, Senior Associate Vice President for Public Service and Outreach, University of Georgia [tlk@uga.edu]

**Keywords:** Publication, Journal of Higher Education Outreach and Engagement (JHEOE), reviewer comments, studies of impact, rigor **Track:** Faculty roles and professional development **Format:** Poster presentation  **Date & time:** Thursday 3:20-4:30 **Location:** Salon 4 / Salon 9 **Summary:** One way to advance service-learning and community engagement impact research is to write and publish about it in peer-reviewed international journals. One such journal isthe //Journal of Higher Education Outreach and Engagement// (JHEOE). Its mission is to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities. In this poster presentation, the JHEOE’s editor will discuss the important elements of the process for moving a research study toward publication. Additionally the editor will provide (1) data about the JHEOE (acceptance rates, numbers of manuscript submissions, Google analytics data); and (2) examples of typical reviewer comments calling for rigorous studies of impact rather than purely descriptive pieces. Too often, faculty members are so busy with the “doing” of outreach and engagement projects that they do not take the time to build in rigorous studies of impact from the outset of their endeavor. Without taking this step, efforts to demonstrate the impact of service-learning and community engagement through peer-reviewed publication will be limited. Engagement (JHEOE) editor will share with participants some of the key steps in planning for publication including: designing studies of impact for community-university endeavors; using appropriate methodologies; securing IRB approval for assessment activities; collecting narratives from multiple voices about community-university endeavors; narrowing the focus of articles; grounding the work in appropriate literature; providing background about the community and its needs, as well as background about the college or university; disclosing the limitations of a study (including researcher bias); not overstating the significance of the study's findings; and articulating how the article advances theory and practice. **References:** //Journal of Higher Education Outreach and Engagement//. Access at www.jheoe.uga.edu.

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