- Editor Title
- Editor Title
Undergraduate, professional, and graduate students: Share and reflect critically on your community/civic engagement experiences and disseminate the knowledge emerging from your practice or even research.
The journal publishes reflection essays, profiles of engagement practice, research studies (quantitative, qualitative, and mixed methods), and reviews of current literature, all with guidance and mentorship from engaged faculty and staff. Undergrads and grad students enrolled in academic year 2022-23 on a full- or part-time basis at a two- or four-year Virginia college or university, as well as recent Virginia graduates, are eligible to submit their scholarship. Submissions with multiple authors are welcome. Visit the call for papers to get started.
Register now for our VAEJ Open House on Tue. Jan. 23, 2024 at 7pm EST on Zoom to learn more about sharing your new knowledge through the journal.
Current Volume: Volume 10 (2022)
Volume 10 is emerging
Dear VA Engage Journal of Student Scholarship readers: The work of the journal continues and despite our slower than anticipated pace in publishing articles, we are still eager to share meaningful and thoughtful student work with you. The first manuscript in Volume 10 has been long in coming and reflects the importance of pairing critical reflection with quantitative research. The authors initiated an original study and throughout the process challenged their assumptions about related topics including racism, political polarization, and patriotism. By conducting the study prior to the global pandemic, the Black Lives Matters protests, and the January 6th mob attack on the capital, but continuing to interpret the results following these monumental events, the study has extra resonance.
The second article of Volume 10 encourages us to reflect on how Service-Learning retains its meaning and efficacy in an online format. Examining data from the spring 2020 semester, the author investigates the student Service-Learning experience during this unsettling and turbulent time. Throughout the revision process the author has worked hard to turn a spotlight on the key findings from this study. Our responsibility then as a reader is to ponder these contradictory findings that are at times encouraging and others expected. Our work fostering transformative educational environments requires us to explore these results and interpretations of online Service-Learning and grapple with how they align and depart from our critical Service-Learning aspirations.
Steve Grande, James Madison University
Editor, VA Engage Journal of Student Scholarship
Predictors of College Student Support toward Colin Kaepernick’s National Anthem Protests
Brooke Coursen, Nicole Peiffer, Sakira Coleman, and Philip Lucius