REINVIGORATING OUR PROCESS OF DISCOVERY:
Research Informing Practice in Service-Learning and Community Engagement
The 13th International Association for Research on Service-Learning
and Community Engagement (IARSLCE) Annual Conference
November 6-8, 2013
Hilton Omaha, 1001 Cass Street, Omaha, NE
Hosted by the University of Nebraska at Omaha
For more than a decade, IARSLCE has supported the process of discovery by assembling scholars, practitioners, funders, and students to share and discuss their research related to service-learning and community engagement. The reinvigoration of this process of discovery calls for us to renew the building blocks for future research and guidance for the implementation of programs today. The University of Nebraska at Omaha is excited to welcome IARSLCE to Nebraska to showcase research in the field of service-learning and community engagement.
The IARSLCE annual research conference is targeted to scholars, practitioners, students, and community partners interested in research on service-learning, community-based research, campus-community partnerships, and civic learning outcomes in P-20 education. Attendees include faculty, administrators, and scholar-practitioners in higher education, community partners, educators in K-12, and professionals and leaders in educational policy and community development. To advance understanding of scholarship from international perspectives, scholars from outside of the United States are particularly encouraged to submit proposals.
Proposal Submission Timeline
Submissions accepted starting: February 25, 2013
Deadline for submissions: April 26, 2013, 5:00 p.m. (CST)
Notification of acceptance: May 27, 2013
Confirmation of participation as presenter: June 7, 2013
All presenters are expected to register for the conference. Detailed information about the registration process is available on the IARSLCE website: www.researchslce.org.
Accepted proposals will be summarized in a Conference Proceedings. Presenters may also submit their full papers after the conference to IARSLCE’s new peer-reviewed journal for consideration. Please visit The International Journal of Research on Service-Learning and Community Engagement at : http://www.researchslce.org/publications/journal/.
Tracks & Formats
In the spirit of reinvigoration, our tracks are intended to spark interest and discussion. All conference presentations should be submitted into one of the following 9 tracks (detailed track descriptions below):
There are multiple formats for presentations that vary by session focus, presentation approach & length, and presenter mix. The format options are (detailed format descriptions below):
Research and scholarship must be at the center of all proposals submitted. Proposals that focus on program descriptions and models, program evaluations, or “how-to” strategies must describe how this topic will advance service-learning and community engagement research, policy, and practice. Pure program models of service-learning or other engagement programs are unlikely to be accepted.
Proposals will be peer reviewed. To be considered, all proposals must be received via online submission by the stated deadline. Incomplete proposal submissions will not be reviewed. Section chairs and assigned peer reviewers will favorably review proposals that present research findings from:
Abstracts/Summaries should be limited to 50 words and should be descriptive and compelling as they will appear in the Conference Program. Proposal Narratives should be limited to 1,000 words, not including references. Pre-conference Workshop proposals must also attach a session outline which details attendee learning outcomes and schedule of activities during the session.
Details about how to submit proposals online will be available beginning February 25, 2013, on the IARSLCE website, www.researchslce.org/conferences. The online submission system allows you to save your proposal draft and return to edit it in the system. When you are prepared to submit, please be sure you read the directions regarding final submission carefully to successfully submit your proposal.
Faculty Focus: Roles & Professional Development
Faculty members play a variety of roles in the creation of service-learning and community engagement opportunities. One of the by-products of that involvement can be their own professional development – whether planned or unexpected. Submissions to this Faculty Focus track should include research and scholarship about the range and impact of faculty roles as well as the professional development that results from involvement in service-learning and community engagement.
Student Focus: Voice & Personal Development
Student involvement in service-learning can span all phases of a project. NYLC defines Youth Voice as “…a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults.” That type of student involvement, or “voice”, can spark a range of personal growth opportunities for these service learners.
Submissions to the Student Focus track should include research and scholarship that increases our understanding of how student voice can impact the success (or failure) of service-learning as well as what project characteristics lead to personal development in students.
Community Partner Focus: Resources & Reciprocity
Community organizations can often be the forgotten partner in the service-learning and engaged scholarship experience. Their focus defines the community need but their resources and active involvement can be underestimated. Submissions to the Community Partner Focus track should include research and scholarship that is anchored in the resources nonprofit partners provide and/or is needed to succeed in their mission as well as the potential reciprocity that the exchange of these benefits creates.
Community Outcomes & Impact
Step back and view service-learning and community engagement from the broader perspective of community. Beyond the faculty, student, and community partner impacts, are there identifiable changes in the broader community that can be linked to these efforts?
Submissions to the Community track should include research and scholarship that details the extent to which these partnerships and engagements can produce community-wide changes.
K-12: Moving from Service Recipients to Service-Learners
K-12 students have traditionally been the recipients of service from higher education and community service- learners. The service-learning pedagogy is spreading into K-12 classrooms with students reaping the benefits of becoming active service-learners themselves.
Submissions to the K-12 track should include research and scholarship that defines how K-12 students are making the transition from recipients of service to service-learners and what impact that is having on their communities.
STEM and Service-Learning
Students in the United States are being encouraged to explore studies and careers in science, technology, engineering, and mathematics (STEM) disciplines.
Submissions to the STEM track should include research and scholarship that explores the curricular impact of service-learning and community engagement on the STEM disciplines as well as how service-learning can impact the recruitment of students into the STEM fields.
International Impact and Development
Students are venturing abroad, educational institutions are welcoming international students, and community-engaged learning is occurring around the globe.
Submissions to the International track should include research and scholarship which focuses on how the variations of international service-learning and engagement are advancing the field.
Submissions to the Evaluation Research track could be either formative or summative in nature and should detail how the research and scholarship has been used in the continual quality improvement of the service-learning and community engagement field.
Additional Perspectives (“Off the Beaten Track”)
Does your scholarship take non-traditional forms, either in the method of inquiry or the style of dissemination? If so, this may be the track for you.
Submissions appropriate to this track include scholarship that embodies an approach you believe is missing in research related to service-learning and community engagement. Examples include (but are not limited to) work that:
* is arts-based or performative in nature
* involves narrative methods, storytelling, or social media
* emerges from indigenous, non-western, or other worldviews that are under-represented in our field
Sessions in this track should be designed for a high level of interaction, whether you wish to share scholarship that is complete or use the session to further your work by inviting colleagues to co-create aspects of it. Submissions should identify questions and/or theory that focus the inquiry and should share work that clearly contributes to advancing understanding of research, scholarship, policy, and/or practice in the field of service-learning and community engagement.
Pre-Conference Workshops Research should focus on scholarship/research, evaluation, or professional development. Submissions should include the purpose of the workshop, target audience, learning outcomes for participants, fit with IARSLCE mission, and facilitators’ relevant experience.
Pre-Conference Workshop proposals will be evaluated based on: Session Focus; Balance of Workshops by Content Area; Experience of Facilitators; Potential Audience Appeal.
Pre-Conference Workshops will last 3 hours (6-hour sessions will be considered if the breadth and approach to the topic justify it).
Research Paper Presentation
Research papers should advance service-learning and community engagement research by presenting the results of quantitative, qualitative, or mixed methods studies; or report the findings of studies that use historical, ethnographic, or other analytical methods. These studies are based on original data collection or secondary data analysis.
Research paper proposals will be evaluated based on: Significance of Research Question; Theoretical Framework; Research Design and Methods; Interpretation of Findings; Scholarly Contribution and Relevance; Potential Audience Appeal.
Research paper presentations may last 60, 30 or 20 minutes, including time for audience questions and discussion.
Scholarly Paper Presentation
Scholarly papers present well-developed arguments on philosophical, theoretical, or practical issues in the study of service-learning and community engagement. They are not required to adhere to an empirical research design (i.e., methods, data collection, and data analysis). Instead, scholarly papers pose analytical questions, synthesize divergent bodies of literature, or elaborate new theoretical or conceptual frameworks.
Scholarly paper proposals will be evaluated based on: Significance of the Topic; Analytical Argument; Relevance of Conclusions; Potential Audience Appeal.
Research paper presentations may last 60, 30 or 20 minutes, including time for audience questions and discussion.
Themed Panel Presentation
Themed panels are a group of presenters with papers on similar themes or research issues. Members of the panel will make brief presentations linking their research and/or scholarly reflections with the theme. Opportunity should remain for discussion among the panelist and with the audience.
Themed Panel proposals will be evaluated on the following criteria: Significance and Relevance of the Topic; Coherence of Panel; Contributions of Panelists; Potential Audience Appeal and Involvement.
Themed panel presentations will last 60 minutes, including time for audience questions and discussion.
Stakeholder Team Presentation
A Stakeholder Team presentation involves multiple stakeholders (e.g., at least 3 of the following–community partner, faculty, funder, service-learning coordinator, staff member, student, teacher) who have worked on a teaching, research or outreach community engagement project together. These presentations will highlight the value of various participants in the design, implementation, and interpretation of findings. The focus may be on community-based participatory research with various constituencies, including community partners and students, presenting. The focus should be on what a group of colleagues learned via their research, evaluation, or engaged teaching experience.
Stakeholder Team Proposals will be evaluated on: Significance and Relevance of the Project; Structure of the Team; Contributions of the Team; Potential Audience Appeal.
Stakeholder Team presentations will last 60 minutes, including time for audience questions and discussion.
Poster Display & Discussion
Poster presentations provide a forum for scholars to engage in active discussion with other conference participants about a completed research project or about a project in developing stages. Individuals, institutions, and organizations may present posters to highlight current research or international programs and community partnerships that yield research opportunities.
Poster proposals will be evaluated on: Significance of the Topic; Theoretical Framework; Clarity of Outcomes; Relevance of Contributions; Potential Audience Appeal.
Poster sessions will be scheduled for several hour long sessions during the course of the conference.
Sponsor or Donate!
Your support helps to promote community engagement as an active learning strategy across the globe.
Attend the 2012 Conference
2012 Conference Proceedings