About the Journal
Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning is Canada’s online, peer-reviewed, multi-disciplinary journal committed to profiling best practices in 'engaged scholarship’ informed by community-academic partnerships in research, teaching and learning.
- to promote and support reciprocal and meaningful co-creation of knowledge among scholars, educators, professionals and community leaders, in Canada and worldwide
- to inspire and promote productive dialogue between practice and theory of engaged scholarship
- to 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
- to serve as a forum of constructive debate on the meanings and applications of engaged scholarship among partners and communities
The Journal invites previously unpublished original reflective essays and research articles, review articles, reports from the field, testimonies, multimedia contributions and book reviews focusing on community-engaged scholarship.
We welcome contributions from community and academic partners, educators, researchers and scholars who pursue their work in collaboration with various communities in Canada and the world. For submission guidelines visit http://esj.usask.ca/index.php/esj/information/authors.
Peer Review Process
Submissions to the Essays Section are subject to double, blind peer-reviewing. Submissions to the Reports from the Field, Exchanges and Bookd Review sections are subject to editorial review.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. We are licensed under Creative Commons Attribution 4.0 International
Guidelines for Peer Reviewers
General Expectations for Peer-Reviewing for Engaged Scholar Journal
The essays section profiles critical discussions and in-depth analyses of community-engaged scholarship. The works published in this section may focus on specific projects or examine broad theoretical considerations defining community-engaged scholarship.
Articles focusing on a specific project shall offer an in-depth analysis of a given project and profile its outcomes in the broader context of scholarly community engagement.
The essays section also profiles in-depth analysis and examination of theoretical and practical foundations of community-engaged scholarship. Such essays shall explore the theory and practice of engagement in a given context and discipline, or across disciplines, cultures and practical settings. Such essays should be informed by the authors’ substantive experience in community-engaged scholarly practices.
All articles profiled in this section should not just exemplify but advance the scholarship of community engagement. That is, the articles shall contribute ‘new knowledge’ to the field of engaged scholarship through the discussion of innovative research practices, convincing evidence, and novel explorations of meanings and applications of community-engaged scholarship in the author’s discipline and in the field of community-engaged scholarship in general.
The articles should present original, unpublished work that is not under consideration by other journals or collections of essays. The articles should have a compelling and well-crafted argument, convey a point of view that shall be seen as novel and impactful, be grounded in relevant and current literature, and be written in accessible language and an engaging manner, and addressed to a broad audience of readers.
PEER REVIEWERS Review Form
Your review will be shared with the authors. Please maintain the anonymity of your identity throughout your review.
A. To what category of articles does the essay under review belong?
Category A …
B. In what ways does the submitted essay advance the scholarship of community-engaged research, teaching and learning?
— Please provide your comments on the quality of scholarship in the essay; please consult the general expectations outlined above.
— What are the main claims of the paper and how significant are they?
— How well-integrated are the disciplinary focus of the essay and the discussion of the community-engaged dimension of the project (if applicable)?
— Who will be interested in reading the paper, and why?
C. How well-organized is the authors’ argument?
- The submission is well-organized and presents a strong and well-developed argument.
- The essay’s main argument requires further tightening.
- The essay’s main argument requires significant reorganization.
- The submission presents no argument.
D. How well-grounded are the authors’ argument and reasoning in the existing scholarly debate on engaged scholarship (in literature)?
- The authors’ argument and reasoning are well-grounded in the existing debates on community-engaged scholarship; the essay directly contributes to and advances this debate.
- The authors demonstrate strong awareness of the existing literature in the field of engaged scholarship and the essay’s argument is informed by this literature.
- The authors demonstrate awareness of the existing literature in the field of engaged scholarship but their argument does not build on this debate.
- The authors’ demonstrate little awareness of the existing debate on community-engaged scholarship.
E. How well-grounded is the authors’ argument in current literature in the authors’ field of scholarship?
- The authors’ argument and reasoning are well-grounded in the existing disciplinary literature.
- The authors demonstrate strong awareness of the existing literature in their field of study and the essay’s argument is informed by this literature.
- The authors demonstrate awareness of the existing literature in their field of study but their argument does not build on this debate.
- The authors’ demonstrate little awareness of the existing literature in their field of study.
F. How well-crafted is the prose of the submission?
Is the submission accessible to non-specialists? Does the English language appear to be the contributors’ second language? Are there many typos, mistakes? Are references in place? If applicable, is transliteration proper?
G. Please provide your recommendations
- _____ Accept, with minor revisions, as indicated by the reviewer
- _____Accept with some further revisions as indicated by the reviewer
- _____ Invite the authors to revise their manuscript to address specific concerns before a final decision is reached
- _____ Reject, but suggest how further work might justify a resubmission
- _____ Reject outright, on the grounds of poor scholarship, weak methodology, lack of novelty, insufficient conceptual framing, or major ethical or interpretational problems
H. Provide any further comments to the author if necessary
Sources of Support
Our Journal is founded by the University of Saskatchewan in 2014.