Academic Publications
Aldana, A. (2024). Counterstory pedagogy: Student letters of resilience, healing, and resistance. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa8
Aramburuzabala, P., & Cerrillo, R. (2023). Service-Learning as an Approach to Educating for Sustainable Development. Sustainability, Volume 15.
Aramburuzabala, P., Vargas-Moniz, M. J., Opazo, H., McIlrath, L., & Stark, W. (2019). Considerations for service learning in European higher education. In Embedding service learning in European higher education (pp. 230-242). Routledge.
Aujla, W., & Hamm, Z. (2018). Establishing the roots of community service-learning in Canada: Advocating for a community first approach. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 4(1), 19-37.
Baker, V., Apps, H., Terosky, A. L., & Parker, R. (2023). Setting an Agenda: The Role of Community-Engaged Scholarship and Practice in Liberal Arts Colleges. Collaborations: A Journal of Community-Based Research and Practice, 6(1), 1-8.
Barreno, L., Elliott, P. W., Madueke, I., & Sarny, D. (2013). Community engaged scholarship and faculty assessment: A review of Canadian practices. University of Regina, University of Regina.
Berard, A., & Ravelli, B. (2021). In Their Words: What Undergraduate Sociology Students Say about Community-Engaged Learning. Journal of Applied Social Science, 15(2), 197–210. https://doi.org/10.1177/1936724420975460
Bernstein, M., Frintner, M., Gao, S., Gibbons, T., Green, N., Hildreth, D., Lustig, M., Stamps, J., Turner, J., Singer, R., & Singer, R. (2024). Community–Academic Partnerships: Addressing Health Inequities Through Community-Engaged Service Learning. Health Promotion Practice, 25(1), 5–7. https://doi.org/10.1177/15248399221102913
Biscotti, S., & Mouchrek, N. (2020). Bringing an Asset-Based Community Development (ABCD) framework to university change work. Transforming institutions: Accelerating systemic change in higher education. https://par.nsf.gov/servlets/purl/10436753
Breunig, M. (2019). Beings who are becoming: Enhancing social justice literacy. Journal of Experiential Education, 42(1), 7-21.
Bringle, R. G., & Clayton, P. H. (2012). Civic education through service learning: What, how, and why? In L. McIlrath, A. Lyons, & R. Munck (Eds.), Higher and civic engagement (pp. 101–124).
Palgrave Macmillan.
Butz, D., & Cook, N. (2018). Mobile methods, epistemic justice and mobility justice. In Mobilities, mobility justice and social justice (pp. 81-98). Routledge.
Camus, R. M., Ngai, G., Kwan, K. P., Lau, K. H., & Chan, S. (2023). Teaching reflection in service-learning: disciplinary differences in conception and practice. International and Multidisciplinary Perspectives, 24(6), 766-783.
Carr, P. R., Hoechsmann, M., & Thésée, G. (Eds.). (2018). Democracy 2.0: media, political literacy and critical engagement (Vol. 1). Brill.
* Cattaneo, L., Salazar, M. M., Ramseur II, K., Calton, J., & Shor, R. (2023). Uncomfortable Emotion in a Justice-Oriented Service-Learning Course: Anger Predicts Civic Engagement. Michigan Journal of Community Service Learning, 29(1), 1-25.
Cook, N., & Butz, D. (2018). Moving toward mobility justice. In Mobilities, mobility justice and social justice (pp. 3-21). Routledge.
Couillou, R. J., McGee, B. L., Carr, A. S., & Lamberth, T. (2023). Pandemic Partnerships: Community/University Experiences with Community-Based Learning in the COVID-19 Era. Journal of Experiential Education, 46(3), 319-341.
Dannenberg, C. J., Sato, M., Astall, C., Murray, C., Wu, J., & Farley, H. (2023). Navigating trauma: Proximity, wellbeing and work-integrated learning in higher education. International Journal of Work-Integrated Learning, 26(1), 113–128.
Delaine, D. A., Nabrit, D., Harris, N., Nabrit, C., Ratcliff, C., & Penn-Nabrit, P. J. (2022). Factors that Promote Reciprocity within Community-Academic Partnership Initiation. International Journal of Research on Service-Learning and Community Engagement, 10(1), Article 7.
Doran, M., Rhinesmith, C., & Arena, S. (2021). Perspectives of Community Partner Organizations in the Development of Ethical Service-Learning Guidelines. Michigan Journal of Community Service Learning, 27(1), 155-179.
Elliott, P. W. (2017). Claiming space for square pegs: Community-engaged communication scholarship and faculty assessment policies. Canadian Journal of Communication, 42(1), 19-32.
Elliott, P. W. (2016). Decolonizing the Media. Canadian Centre for Policy Alternatives.
Elmer, G. (2021). Media scarcity in an age of information abundance: the case of MK veterans. Media, Culture & Society, 43(4), 701-715.
Ferguson, J., & van Zyl, K. (2023). Navigating work-integrated learning and wellbeing in a mental health program for Australian First Nations students. International Journal of Work-Integrated Learning, 26(1), 89–98.
Flanagan, K., Stowe, L., Summers, M., & Murphy, J. E. (2023). Institutional collaborations to support undergraduate research as experiential learning.
Flanagan, K., Stowe, L., Summers, M., & Murphy, J. E. (2023). Institutional collaborations to support undergraduate research as experiential learning.
Foulis, E., Alex, S., & Martínez, G. A. (Eds.). (2024). Working en Comunidad : Service-Learning and Community Engagement with U. S. Latinas/os/es (First edition.). The University of Arizona Press.
Frau-Meigs, D., Kotilainen, S., Pathak-Shelat, M., Hoechsmann, M., & Poyntz, S. R. (Eds.). (2020). The handbook of media education research. John Wiley & Sons.
Fukuzawa, S., King-Jamieson, V., Laliberte, N., & Belmore, D. (2020). Community-engaged learning (CEL): Integrating anthropological discourse with Indigenous knowledge. Teaching Anthropology, 9(2), 43-50. https://doi.org/10.22582/ta.v9i2.561
Gennaro, S., Higdon, N., & Hoechsmann, M. (Eds.). (2024). Transformative Practice in Critical Media Literacy: Radical Democracy and Decolonized Pedagogy in Higher Education. Taylor & Francis.
Gillett-Swan, J., & Grant-Smith, D. (2018). A framework for managing the impacts of work-integrated learning on student quality of life. International Journal of Work-Integrated Learning, 19(2), 129-140.
Gorski, I. et al. (2015). Responsible engagement: Building a culture of concern. Journal of Community Engagement and Scholarship, 8(2). 16-25. https://doi.org/10.54656/IYYN1652
Graham, D., & Riddell, J. (2024). Designing Effective Inter-Institutional Collaborations for a Post-Pandemic World. In Online Learning, Open Education, and Equity in a Post-Pandemic World (pp. 359-379). Cham: Springer Nature Switzerland.
Grain, K. & Lund, D. (2018). Introduction - The social justice turn: Cultivating critical hope and engaging with despair. In D. E. Lund (Ed.), The International handbook of service-learning for social justice (pp. 3-25). Wiley-Blackwell.
Harkins, D., Grenier, L., Irizarry, C., Robinson, E., Ray, S., & Shea, L.-M. (2020). Building Relationships for Critical Service-Learning. Michigan Journal of Community Service Learning. 26(2), 21-37.
Hauglid, B. B., Hains-Wesson, R., & Fannon, A. M. (2023). Utilizing a fun model: Supporting students' wellbeing in project-based work-integrated learning. International Journal of Work-Integrated Learning, 26(1), 143–157.
Hay, K., & Fleming, J. (2023). Supporting wellbeing: Perspectives of university work-integrated learning students. International Journal of Work-Integrated Learning, 26(1), 43–59.
Heim LaFrombois, M. E., & Mittal, J. (Eds.). (2024). Routledge handbook of university-community partnerships in planning education. Routledge.
Hoechsmann, M. (2019). Pedagogy, precarity, and persuasion: The case for re/mix literacies. The International Journal of Critical Media Literacy, 1(1), 93-101.
Hoechsmann, M., & Poyntz, S. (2008). Learning and teaching media literacy in Canada: Embracing and transcending eclecticism. Taboo: The Journal of Culture and Education, 12(1), 4.
Hoechsmann, M., & Poyntz, S. R. (2012). Media literacies: A critical introduction. John Wiley & Sons.
Hoechsmann, M., Thésée, G., & Carr, P. R. (2021). Education for democracy 2.0: Changing frames of media literacy (Vol. 6). Brill.
Hull, K., Jensen, M., Gerrits, R., Ross, K., Ott, B., Hood, S., & Lawford, H. (2019). Community College Anatomy and Physiology Education Research (CAPER): Can Educational Research Drive Pedagogical Change?. The FASEB Journal, 33(S1), 766-14.
Janke, E., Jenkins, I., Quan, M. & Saltmarsh, J. (2023). Persistence and Proliferation: Integrating Community-Engaged Scholarship into 59 Departments, 7 Units, and 1 University Academic Promotion and Tenure Policies. Michigan Journal of Community Service Learning. 29(1), 27-50.
Jessani, A., Athanasakos, A., & Kachwinya, S. (2024). “A life-changing experience and the beginning of a lifelong commitment”: experiences and impact of Global Health Community Service-Learning in undergraduate dental curriculum in Canada. BMC Oral Health, 24(1), 799–15. https://doi.org/10.1186/s12903-024-04539-5
Judge, A., Fukuzawa, S., & Ferrier, J. (2021) Local Indigenous ways of knowing and learning in the classroom through community-engaged learning, Teaching Anthropology, 10(4), 47-57. https://doi.org/10.22582/ta.v10i4.623
* Khiatani, P., She, M., Ho, O., & Liu, J. (2023). Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the ‘New Normal’. International Journal of Educational Development, Volume 100.
Knapp, K., & Drewery, D. (2023). Examining first year co-operative education students' responses to stressful events during the job search and application process. International Journal of Work-Integrated Learning, 26(1), 75–88.
Lawford, H. L., & Ramey, H. L. (2015). “Now I know I can make a difference”: Generativity and activity engagement as predictors of meaning making in adolescents and emerging adults. Developmental Psychology, 51(10), 1395.
Lawford, H. L., & Ramey, H. L. (2017). Predictors of early community involvement: Advancing the self and caring for others. American Journal of Community Psychology, 59(1-2), 133-143.
Levkoe, C.Z., Andrée, P., Ballamingie, P., Changfoot, N.A., & Schwartz, K. (2023). Building action research partnerships for community impact: Lessons from a national community-campus engagement project. Community first: Impacts of community engagement (CFICE). https://ccecanada.ca/wp-content/uploads/2023/02/Building-Action-Research-Partnerships-for-Community-Impact.pdf
Lewis, B., Jenson, J., & Smith, R. (2003). The Global and the Local: Policy and Policy Processes for Education, 7 (10). IEJLL: International Electronic Journal for Leadership in Learning.
Lund, D., & Bragg, B. (2020). A Campus-Wide Community Engaged Learning Study: Insights and Future Direction. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 6(2), 31-51.
Mader Monaghan, S. R. (2021). Educational Leadership Supporting Faculty-Motivated Professional Development in Teaching and Experiential Learning. The Dissertation in Practice at Western University, 209. Retrieved from https://ir.lib.uwo.ca/oip/209
Maples, A. E., Williams-Wengerd, A., Braughton, J. E., Henry, K. L., Haddock, S. A., & Weiler, L. M. (2022). The role of service-learning experiences in promoting flourishing among college-student youth mentors. The Journal of Positive Psychology, 17(1), 131-142.
Mitchell, T. D. (2008). Critical service-learning as social justice education: Strengthening justice-oriented community based mod. In D. Butin (Ed.), Service-learning and social justice education: Strengthening justice-oriented community based mod (pp. 1-12). Routledge.
Mitchell, T. D., Richard, F. D., Battistoni, R. M., Rost-Banik, C., Netz, R., & Zakoske, C. (2015). Reflective Practice That Persists: Connections between Reflection in Service-Learning Programs and in Current Life. Michigan Journal of Community Service Learning, 21(2), 49-63.
Monaghan, S. R., Ackerman, M. E., & Caplan, K. (2015). Sources of inspiration: Tuning into specialized student needs for new approaches to teaching and learning. Society for Teaching and Learning in Higher Education, Vancouver, BC.
* Morton, M., Thomson, L., & Varghese, J. (2022). The VALUE of Community Engaged Teaching and Learning is in the Values: Advancing Students’ Learning Outcomes. International Journal of Research on Service-Learning and Community Engagement,10(1), Article 4.
Moser, S., Waity, J., & Kinzer, K. (2023). Dealing with Disappointment in the Community Engaged Classroom. Collaborations: A Journal of Community-Based Research and Practice. (6)1, 1-12.
Payne, L. B., Evich, C., Chang, M., Congleton, H., D'Antonio, E., Evans, K., Fifer, J., Blomer, Z., Chaille, A., Chillscyzyn, V., Corral, J., McIntosh, M., Nielsen, R., & Sipes, M. (2023). Learning from Failure: Reinvention of a Service-Learning Praxis in a Community-Engaged Engineering Design Course. Collaborations: A Journal of Community-Based Research and Practice. 6(1), 1-10.
Pennaforte, A., & Fannon, A. M. (2023). Enhancing neurodivergent student wellbeing in co-operative education: A theoretical model and research agenda. International Journal of Work-Integrated Learning, 26(1), 99–111.
Poyntz, S. R., Coles, R., Fitzsimmons-Frey, H., Bains, A., Sefton-Green, J., & Hoechsmann, M. (2019). The non-formal arts learning sector, youth provision, and paradox in the learning city. Oxford Review of Education, 45(2), 258-278.
Poyntz, S. R. (2009). “On Behalf of a Shared World”: Arendtian Politics in a Culture of Youth Media Participation. Review of Education, Pedagogy, and Cultural Studies, 31(4), 365–386.
Poyntz, S. R. (2021). Producing Authenticity: Urban Youth Arts, Rogue Archives and Negotiating a Home for Social Justice. Studies in Social Justice, 15(3), 375-396.
Poyntz, S. R. (2017). Remediating democracy: Participatory youth media scenes, cultural friction and media reform. In International Handbook of Media Literacy Education (pp. 159-173). Routledge.
Poyntz, S. R., Sefton-Green, J., & Frey, H. F. (2023). Youthsites: Histories of Creativity, Care, and Learning in the City. Oxford University Press.
Poyntz, S. R. (2012). What Haunts the Narcissus-Narcosis: Media Education and the Social Life of Digital Technologies. In Learning the Virtual Life (pp. 79-97). Routledge.
Preradović, N. M., & Stark, W. (2019). Identified service learning practices in European higher education. In Embedding Service Learning in European Higher Education (pp. 109-131). Routledge.
Raddon, M. B., & Harrison, B. (2015). Is Service-Learning the Kind Face of the Neo-Liberal University? Canadian Journal of Higher Education, 45(2), 134-153.
Ramey, H. L., Lawford, H. L., Berardini, Y., Mahdy, S. S., Khanna, N., Ross, M. D., & von Hugo, T. K. (2023). Safer spaces in youth development programs and health in Canadian youth. Health promotion international, 38(6), daad166.
Ramey, H. L., Lawford, H. L., Rose-Krasnor, L., Freeman, J., & Lanctot, J. (2018). Engaging diverse Canadian youth in youth development programs: Program quality and community engagement. Children and Youth Services Review, 94, 20-26.
Resch, K. (2018). Third Mission and service learning. A narrative evaluation of the relevance of students’ experiences. Zeitschrift für Hochschulentwicklung, 13(2), 127-139.
Ricke, A. (2021). Applying Students’ Perspectives on Different Teaching Strategies: A Holistic View of Service-Learning Community Engagement. Michigan Journal of Community Service Learning, 27(2), 21-44.
Riddell, J., Gadoury-Sansfaçon, G. P., & Stoddard, S. (2021). Building institutional capacities for students as partners in the design of COVID classrooms. International Journal for Students as Partners, 5(2), 111-122.
Riddell, J. (2024). Hope circuits: Rewiring universities and other organizations for human flourishing. McGill-Queen's Press-MQUP.
Riddell, J., Murray, S., & Dickson, L. (2021). From Sherbrooke to Stratford and back again: Team teaching and experiential learning through “Shakesperience”. Arts and Humanities in Higher Education, 20(2), 172-186.
Riddell, J. (2018). Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities. Arts and Humanities in Higher Education, 17(4), 410-432.
Santiago-Ortiz, A. (2019). From critical to decolonizing service-learning: Limits and possibilities of social justice-based approaches to community service-learning. Michigan Journal of Community Service Learning, 25(1), 43-54.
Seitz, D. K. (2020). “It’s Not About You”: Disappointment as Queer Pedagogy in Community-Engaged Service-Learning. Journal of Homosexuality, 67(3), 305–314. https://doi.org/10.1080/00918369.2018.1528078
Shalavin, C. A., Dean, B. A., & Eady, M. J. (2023). Exploring the sociomaterial assemblages of students' wellbeing during work-integrated learning. International Journal of Work-Integrated Learning, 26(1), 9–23.
Schell, E. P., Padilla, A. M., & Houts, P. (2022). “Finding Common Ground:” Experiences of Immigrant and Nonimmigrant Students in a Community Engaged Learning Course. Michigan Journal of Community Service Learning, 28(1), 63-. https://doi.org/10.3998/mjcsl.396
Schutter, C. M. (2018). Moving beyond great expectations: Expressing discontinuity in institutionalized service-learning. VA Engage Journal, 6(1), 1-17.
Sidhu, J., Riddell, J., & Lawford, H. L. (2024). Mentoring as a Generative Enterprise. The Development of Generativity across Adulthood, 115.
Skinner, D., Hackett, R., & Poyntz, S. (2015). Media activism and the academy, three cases: Media democracy day, Open media, and Newswatch Canada. Studies in Social Justice, 9(1), 86-101.
Smeltzer, S., & McCracken, M. (2023). When theory meets practice: An embodied approach to supporting work-integrated learning students' wellbeing. International Journal of Work-Integrated Learning, 26(1), 129–141.
Smeltzer, S., Sperduti, V. R., Leon, C., & Park, I. (2022). Labouring for a Cause: Community Engaged Pedagogy During a Pandemic. Workplace: A Journal for Academic Labor, 33, 49-60.
Smit, C. A. L., & Andringa, G. (2025, June). How to choose assessment and construct a curriculum-based portfolio in community-engaged learning? Paper presented at the European Association for Service-Learning in Higher Education (EASLHE) Conference, Amsterdam, Netherlands.
Smith, R., & Pennefather, P. (2014). Managing innovation at the centre for Digital Media. Journal of Innovation Economics & Management, 13(1), 151-161.
Soniassy, R., Martin, A. J., & Kruger, R. (2023). Enhancing student mental health and wellbeing: A good practice guide for work placement supervisors. International Journal of Work-Integrated Learning, 26(1), 159–176.
Soyer, M., McCrackin, G., Ziyanak, S., Givens, J., Jump, V., & Schad, J. (2023). Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability. Teaching Sociology, 51(2), 151-160.
Stark, W. (2024). Beyond Interdisciplinary Research: Transdisciplinarity and Transformative Literacy Through Artistic Thinking and Research. In Transdisciplinarity for Transformation: Responding to Societal Challenges through Multi-actor, Reflexive Practices (pp. 441-467). Cham: Springer International Publishing.
Stark, W. (2024). Future Universities as Activating Resonance Spaces. New Roles in Society—Innovative Approaches. In Creating the University of the Future: A Global View on Future Skills and Future Higher Education (pp. 139-159). Wiesbaden: Springer Fachmedien Wiesbaden.
Stark, W., Preradović, N. M., & Aramburuzabala, P. (2019). 2 The changing face of higher education. Embedding Service Learning in European Higher Education: Developing a Culture of Civic Engagement, 36.
Stowe, L., O’Connell, J., Chew, S., Braun, R., & Kaipainen, E. (2022, December). Equitable pathways to experiential learning: Final report. University of Calgary, Taylor Institute for Teaching and Learning, Office of Experiential Learning.
Stowe, L. (2016). The Effects of Time and Space on Developing Lifelong Learners in One Short-Term Travel Study Program (Doctoral dissertation, University of Calgary).
Tijsma, G., Demeijer, F., Zweekhorst, M., & Urias, E. (2024, January). Unraveling institutional complexity in engaged education practices: rationales, responses, and roles of individual practitioners. In Frontiers in Education (Vol. 8, p. 1310337). Frontiers Media SA.
Tijsma, G., Horn, A., Urias, E., & Zweekhorst, M. B. (2022). Training students in inter-and transdisciplinary sustainability education: nurturing cross-faculty staff commitment and continuous community collaboration. International Journal of Sustainability in Higher Education, 24(4), 765-787.
Tijsma, G., Urias, E., & Zweekhorst, M. (2023). Embedding engaged education through community service learning in HEI: a review. Educational Research, 65(2), 143-169.
Tudor, R., Chilvers, D., Hay, K., & Yeung, P. (2023). Students' experiences of distress during work-integrated learning. International Journal of Work-Integrated Learning, 26(1), 61–73.
Urias, E., Fruytier, S., Opbroek, F., & Zweekhorst, M. B. (2024). Service-Learning in Times of Crisis: Early Responses to the COVID-19 Pandemic and Their Effects on Reciprocity. Journal of Higher Education Outreach and Engagement, 28(2).
Veyvoda, M. A., & Van Cleave, T. J. (2020). Re-imagining community-engaged learning: service-learning in communication sciences and disorders courses during and after COVID-19. Perspectives of the ASHA Special Interest Groups, 5(6), 1542-1551.
Villar, F., & Lawford, H. L. (2024). Education and the Promotion of Generativity throughout Adulthood. The Development of Generativity across Adulthood, 442.
Vreeke, L., Huijding, J., Branje, S., Hibbel, B., Van der Ham, J., Dielwart, I., & Mulder, H. (2020, January). Enhancing students' preparation for the professional field: A quasi-experimental study on a new community service learning module for first year pedagogical sciences students. In 6th International Conference on Higher Education Advances, HEAd 2020 (pp. 1269-1277). Universitat Politecnica de Valencia.
Wiens, J. (2018). Introduction: Pedagogies of the Archive. ESC: English Studies in Canada, 44(2), 1-13.
Wilson-Forsberg, S., Monaghan, S. R., & Corrales, D. C. (2023). Witnesses to inhumanity on shifting terrain: Embracing an ethic of discomfort for optimal learning in an international field course. Education, Citizenship and Social Justice, 18(3), 344-363
Zegwaard, K. E., & Adams-Hutcheson, G. (2023). Sources of stress and students' perceptions of their wellbeing during work placement. International Journal of Work-Integrated Learning, 26(1), 25–41.
Zimmerman, A. S. (2020). Preparing students for community-engaged scholarship in higher education (A. S. Zimmerman, Ed.). IGI Global. https://doi.org/10.4018/978-1-7998-2208-0
* Literature with quantitative methods.
Mental Health and Well-Being
Aubrecht, K. (2019). The ‘Nothing But’: University Student Mental Health and the Hidden Curriculum of Academic Success. Canadian Journal of Disability Studies, 8(4), 271-292.
Chowdhury, U., Suvro, M. A. H., Farhan, S. M., & Uddin, M. J. (2022). Depression and stress regarding future career among university students during COVID-19 pandemic. PloS one, 17(4).
Finley, A., & Reason, R. D. (2016). Community-engaged signature work: How a high-impact practice may support student well-being. Diversity and Democracy, 19(4).
Hill, J., Healey, R. L., West, H., & Déry, C. (2021). Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167-185.
Lemon, N. (2025). Prioritising wellbeing and self-care in higher education: How we can do things differently to disrupt silence. Routledge. https://doi.org/10.4324/9781003457510
Linden, B., & Stuart, H. (2020). Post-secondary stress and mental well-being: A scoping review of the academic literature. Canadian Journal of Community Mental Health, 39(1), 1-32.
Lyon, M. L., Sikes, K. L., Clayton, P. H., & Bringle, R. G. (2022). Designing transformative service-learning: Mindfulness and healing-centered engagement. In B.L. Bromer, & C.M. Crawford (Eds.), Handbook of research on learner-centered approaches to teaching in an age of transformational change (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-6684-4240-1.ch002
Nahal, S., Bryan, G., William T., & Bridget I. (2023). College Students Mental Health Challenges: Concerns and Considerations in the COVID-19 Pandemic. Journal of College Student Psychotherapy, 37(1), 39-51.
Reis, A., Nguyen, V., Saheb, R., Rutherford, E., & Sperandei, S. (2023). Improving university students’ mental health literacy using experiential learning opportunities. Health Education Journal, 82(2), 184-199.
Ross, J. A., & Stoecker, R. (2022). The emotional context of higher education community engagement. Journal of Community Engagement and Scholarship, 9(2).
Sperduti, V. R., & Smeltzer, S. (2022). Mental health and service-learning in the Canadian context. International Journal of Research on Service-Learning and Community Engagement, 10(1). Article 6.