Metropolitan Universities journal is pleased to announce an upcoming issue, “The Pedagogy of Place-Based Initiatives and Anchor Institutions,” featuring guest editors Susan Haarman and Patrick M. Green, Center for Engaged Learning, Teaching, and Scholarship (CELTS), Loyola University Chicago. This call for complete, full manuscripts is open to all authors who have experience developing, implementing, facilitating, teaching, assessing, critically reflecting upon, and/or evaluating courses and pedagogical programs at urban/metropolitan institutions, public organizations, or community engagement programs. The focus will be on pedagogy, highlighting teaching and learning approaches through the lens of place-based initiatives and anchor institutions and the potential to transform both pedagogy and communities.
Metropolitan Universities journal (MUJ) seeks to showcase how a place-based, hyper-local, or anchor framework impacts community-engaged teaching and learning, and how such teaching and learning impacts place-based approaches. Within the last decade, the community engagement field has seen tremendous development in the creation and utilization of place-based initiatives, particularly from an anchor institution lens. These initiatives have the potential to lead to community development and transform communities, but they also have the opportunity to transform how we approach teaching and learning. Beyond just programmatic applications, these approaches develop distinct pedagogical approaches to community-engaged teaching and learning.
This issue will examine how an emphasis on the anchor institution framework and place-based initiatives impact the practice of teaching and learning in community-engaged courses. Is there a symbiotic relationship between pedagogy and place-based approaches with opportunities for feedback? How does a place-based approach inform the design and structure of a community-based learning course? How does the anchor framework inform partnership and course activities? How does a focus on place shape reflection assignments and community experiences? Does an emphasis on place, hyper-local, and/or the anchor institution approach allow for more creative and imaginative approaches to teaching and learning, or hinder such experiential learning pedagogy?
The intersection of community-based teaching and learning and place-based / anchor institution initiatives may be a site of rich pedagogical innovations and creative approaches to community engaged pedagogy, but requires more exploration. This issue invites scholars to explore this intersection and inquire into how a place-based or anchor framework impacts, influences, and shapes community-engaged teaching and learning.
We welcome evidence-based, theory-building, critical reflection on praxis, and community-based approaches in manuscripts that examine how a place-based or anchor framework impacts community-engaged teaching and learning. This issue seeks to identify the pedagogical influences, practices, frameworks, challenges, and effective strategies for community engagement programs, courses, and/or public engagement initiatives related to place-based and anchor institution approaches:
- Full manuscripts should provide critical, evidence-based studies with critical reflection upon university initiatives that address both pedagogy and place-based work, including programs, courses, approaches, and application of ideas at an institutional, organizational, or system level.
- Practitioner-scholar approaches are welcomed and encouraged. Theory-building, critical reflection on praxis, community-based methodological approaches, and other epistemological or cultural approaches to inquiry are welcomed.
- Authors should examine efforts that have been in place long enough to show both positive and/or negative results as measured through data collection, research and/or evaluation processes.
- To allow readers to apply ideas and strategies in other settings, authors should provide a clear description of the challenges and lessons learned.
- Papers that offer program descriptions of place-based initiatives and/or courses without research or evaluation elements will not be accepted
- The strongest manuscripts will include the following: clear inquiry/research questions, theoretical foundations, literature review, methodological approaches to the inquiry, presentation of data and analysis, implications for further research and practice.
Manuscript submission guidelines
We invite submissions of complete manuscripts by August 1, 2022. Submissions should be prepared in accordance with the MUJ Article Submission Guidelines and should be no more than 6,000 words (exclusive of tables, references, etc.). Preference is given to those manuscripts that demonstrate innovation and impact. This issue is scheduled for publication in spring 2023.
Please direct all questions regarding this issue to
- Patrick M. Green, Ed.D., Executive Director, Center for Engaged Learning, Teaching, and Scholarship (CELTS)/Clinical Assistant Professor, School of Education, Loyola University Chicago, email@example.com
- Susan Haarman, Associate Director, Center for Engaged Learning, Teaching, and Scholarship (CELTS), Loyola University Chicago, firstname.lastname@example.org