Purdue Journal of Service-Learning and International Engagement (PJSL)

Student Author, Writing Mentor and Reviewer Guidelines for Submission Type:

PROFILE INTERVIEW

This guideline is intended to:

1)Direct the student author(s) and writing mentor/interviewee through the writing process.

2)Assist the assigned reviewers in assessing content and providing feedback to the author(s).

Description of Submission Type

Profile Interview is an approximate 1500 word composition,authored by one or more undergraduate, graduate, or professional program students, that describes and reflects on a Purdue teacher’s use of service-learning (SL) as a teaching methodology, their personal and professional engagement activities, as well as their impact on the community and student learning.

Abstract Proposal Submission

The first step in the process is to submit an abstract proposal to the PJSL website at The abstract proposal is used to determine if your content meets the journal’s aim (to advance civic engagement through scholarly work) and falls within the journal’s scope (real-world experiences that meet community needs).It is a concise synopsis of your article and should be no longer than 300 words. Include 1-2 sentences in the following areas: 1) introduction to the teacher, 2) description of their course or service involving students, 3) description of their community partner(s), 4) impact on the community or students. You will be notified within 2 weeks as to whether your abstract proposal was accepted.

Primary Content Areas of Article

Your article should contain the following content areas. Address the statements in the Writing Guidelines(found below)when composingcontent on the PJSL Writing Template.

  1. Title Page
  2. Abstract with Student Bio Sketch
  3. Body of Article with Section Headers
  1. Faculty member biography
  2. S-L course(s) and/or engagement with students
  3. Community partners
  4. Student and/or community impact
  5. Reflection and conclusion
  1. References
  2. Acknowledgements

Submission

Article submission

  • Use the Writing Template when submitting your first complete draft to the PJSL website.
  • Indicate where your photos with captions, figures and/or tables are to be placed within the article.
  • Submit using the same article number assigned to your abstract.
  • Your first complete draft is sent to reviewers within 2 weeks of submission.
  • Reviewers are generally provided two weeks to provide feedbackand request revisions.
  • Authors are generally given 7 days to complete any revisions and resubmit.

Photo guidelines

  • Photos should be at least 300 dpi, a minimum of 4 X 6 inches in size, and in JPEG or PNG format.
  • Uploadphotos to the PJSL website as “Additional Files” with captions typed in the “Description” area.
  • The author(s) declares whether they own the photos on the PJSL website. If the photo belongs to someone else, the Photo Permission Form OR e-mail permission from the photo owner must be submittedas an “Additional file”.

Reviewer Instructions

Please indicate whether the author(s) sufficiently addressed each criterion in the Writing Guidelines found below by placing the following indicators in the box to the left of each statement.

- Satisfactory description

 - Reviewer has provided feedback

N/A - Not applicable to article

Place additional comments to the student author directly within this document. Please be aware that use of an electronic comments function will identify the reviewer to the student author, in contrast to placing comments directly within the document cells or at the end. Upon completion, email any comments to the Editor, along with the attached review for the student, to Patricia Darbishire, Editor at .

Writing Guidelines
Instructions:The criteria below is a guide to the writing process. Your article should progress logically and flow like a story. The following statements do not necessarily need to be addressed in the order presented. The sections headers should be included in the body of your article.
Title Page / Indicate submission type.
Indicate title of article, e.g., “Profile Interview with ______”
Indicate student author(s)name.
Abstract with Student Bio Sketch (Approximately 100 words) / Provide the student author(s) academic background. Include college enrolled, primary discipline, major, or area of study, and classification year.
Describe future career aspirations.
Describe any relevant past or current community service or engagement activities.
Describe your relationship with the faculty member, i.e., motivation to write this article.
Provide a 1-2 sentence description of your article. E.g., “In this article [student author name] describes ………”
Body of Article with Section Headers
Faculty Biography / Tell me about your “personal” self?
Tell me about your “professional” self? (Include Purdue affiliation or title, college and department.)
Describe your teaching background. Did you always want to teach? Why?
How did you learn about SL? How did you first become interested in SL?
When/where did you first start using SL pedagogy?
SL Course(s) and/or Student Engagement / Set the stage for us by describing the community need/problem that your course/student engagement addresses. Statistics are appropriate here. [E.g., Twenty million people in the US suffer from diabetes (reference)].
Describe your motivation for involving yourself in this community need. Include any past coursework or experiences that paved the way for your current SL course/student engagement.
Describe your current course or student engagement activity. Provide your SL course name and number and content description. Identify the primary objective of your course or student engagement.
Why did you choose to employ SL pedagogy to teach this course? What specific course objectives were best addressed through use of SL?
What S-L resources do you use?
What barriers did you encounter when developing your S-L course?
How did you prepare students for a SL experience?
How did you ensure that students made connections between their SL experience and your coursework?
What challenges/barriers did students encounter when participating in the course activities?
Describe your assessment/evaluation of students. How have your SL course or activities impacted/benefited your students?
Community Partners / Describe the community partner, including their location, background information and mission/purpose.
Provide a demographic description of the clients served.
Describe how you determine the community partner’s needs.
Describe the needs at this site.
How/by whom are specific project or service opportunities are generated (community partner, faculty mentor, and/or student)?
How do you prepare the partner to work with your students? Are there ways this could be improved?
Describe challenges/barriers when working with this community partner or their clients, and strategies to meet these challenges.
How do you ensure that your service is sustainable when student manpower is not available?
Impact on Students and the Community / Describe how you measurestudent success. Include tangible and intangible outcomes.
Describe how you measurecommunity engagement success. Include tangible and intangible outcomes.
How might you improve the impact of your course? As you move forward, what might you do differently in this course/experience?
Reflection and Conclusion / How does the use of SL pedagogy affect your relationship with students? Give any advice to students about this experience.
Do you have any advice for faculty who want to use SL?How can we motivate others to engage in S-L work?
Describe ways that reciprocity can be enhanced (mutual benefits to the community partner and the student).
Recognizing that SL is not a dominate pedagogy in higher education, requiringextra time, effort and resources, how do you justify its use?
How do you combine your SL initiatives with scholarship requirements and promotion? What/where are the best SL resources?
Additional Requirements / References are presented both in the text and in a reference list at the end of the article using APA format.
Acknowledgement is provided at the end of the article to others who supported the work.
Article is written using the PJSL template.
Grammar and punctuation are appropriate.
Sections flow well from paragraph to paragraph (i.e., tells a story).
Placement of photos, tables and/or figures are indicated within the text.
Photos have captions.
Figures and tables are titled and numbered.