CINXE.COM

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href="https://assets.scholasticahq.com/assets/favicon-575713edd1dc0dd5811bbc1b7893cf299318af3d22bc8e863eae37a7d61f7ebb.ico" /> <link rel="stylesheet" href="https://assets.scholasticahq.com/dist/journal-website/styles.39e00957841c1f9a.css"> <meta itemprop="name" content="International Journal of Research on Service-Learning and Community Engagement" /> <meta name="description" content="Welcome to IARSLCE's journal, the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)." /> <meta itemprop="description" content="Welcome to IARSLCE's journal, the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)." /> <meta name="twitter:title" content="International Journal of Research on Service-Learning and Community Engagement" /> <meta name="twitter:card" content="summary_large_image" /> <meta name="twitter:site" content="@scholasticahq" /> <meta name="twitter:description" content="Welcome to IARSLCE's journal, the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)." /> <meta property="og:title" content="International Journal of Research on Service-Learning and Community Engagement" /> <meta property="og:description" content="Welcome to IARSLCE's journal, the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)." /> </head> <body> <app-root></app-root> <script src="/dist/journal-website/runtime.cf12a5a8bfba626f.js" type="module"></script> <script src="/dist/journal-website/polyfills.5ab77736377a452c.js" type="module"></script> <script src="/dist/journal-website/scripts.4f514798a93e1819.js" defer=""></script> <script src="/dist/journal-website/main.e03430168273fa52.js" type="module"></script> </body> <script> window.JOURNAL = {"id":1168,"name":"International Journal of Research on Service-Learning and Community Engagement","description":"Welcome to the _International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)_. _IJRSLCE_ is a peer-reviewed online journal dedicated to disseminating high-quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. The journal is international in scope, with an interest in service-learning and community engagement both in the United States and around the world. \n\nThe journal is published annually by the [International Association for Research on Service-Learning and Community Engagement](https://www.iarslce.org/).","short_description":"Welcome to IARSLCE's journal, the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE).","editorial_board":"**CO-EDITORS**\n\nSusan C. Harris, University of Southern California, United States\n\nMorgan Lewing, Texas A\u0026M University-Central Texas, United States\n\u0026nbsp;\n**ASSOCIATE EDITOR**\n\nBecca Berkey, Northeastern University, United States\n\u0026nbsp;\n**IMMEDIATE PAST EDITOR**\n\nAlan Bloomgarden, Holyoke Community College\n\u0026nbsp;\n**SECTION CO-EDITORS**\n\nMark Anthony D. Abenir, Anteneo de Manila University (Philippines)\nHenry R. Cunningham, University of Louisville (Kentucky, USA)\nLauren Dinour, Montclair State University (New Jersey, USA)\nAntonio G. Estudillo, Heritage University (Toppenish, USA)\nKarla Diaz Freire, Universidad San Francisco de Quito (Ecuador)\nPaul H. Matthews, University of Georgia (Georgia, USA)\nPhillip Motley, Elon University (North Carolina, USA)\nGrace Ngai, Hong Kong Polytechnic University (Hong Kong)\nBilly Osteen, University of Canterbury (New Zealand)\n\n\u0026nbsp;\n\n**MEMBERS, EDITORIAL BOARD**\n\nRobert G. Bringle, IUPUI, United States\n\nBetty Cernol-McCann, Silliman University, The Philippines \n\nAndrew Furco, University of Minnesota, United States\n\nPatrick M. Green, Loyola University Chicago, United States\n\nBarbara Jacoby, Barbara Jacoby Consulting, United States\n\nRichard Kiely, Cornell University, United States\n\nLorraine McIlrath, National University of Ireland Galway, Ireland \n\nTami L. Moore, Oklahoma State University, United States\n\nKeith Morton, Providence College, United States\n\nKatrina Norvell, Roger Williams University, United States\n\nSusan Root (former Co-editor), United States\n\nRobert Shumer, University of Minnesota, United States\n\nAlison Taylor, The University of British Columbia, Canada\n\n\u0026nbsp;\n**MEMBERS, PEER REVIEW BOARD**\n\nStephen C. Chan, Hong Kong Polytechnic University, Hong Kong\n\nJulie Hatcher, formerly of IUPUI, United States\n\nMilad Mohebali, University of Nebraska-Lincoln, United States\n\nLane Graves Perry, Western Carolina University, United States","submission_guidelines":"FOCUS AND SCOPE\n\nThe _International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)_ is a peer-reviewed online journal dedicated to disseminating high-quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. The Journal is international in scope, with an interest in service-learning and community engagement both in the United States and around the world. The Journal also aims to be comprehensive in its approach, with an interest in articles on service-learning and community engagement in a variety of settings, including K-12 education, higher education (undergraduate and graduate), and community-based programs. IJRSLCE is multidisciplinary, drawing on existing literature and contributions from a variety of fields (education, developmental psychology, political science, sociology, and others) and open to well-designed research using quantitative, qualitative and mixed methods as well as other scholarly approaches. Finally, the Journal is rigorous. The focus is on high-quality research and scholarship aimed at expanding our understanding of service-learning and community engagement by providing an outlet for new research, discussions of the theoretical bases of civic learning, and critical reviews of the emerging knowledge base. Published annually by the [International Association for Research on Service-Learning and Community Engagement](http://www.researchslce.org/), the Journal welcomes submissions from all researchers and scholars interested in the field.\n \n**Types of Manuscripts**\n\nIJRSLCE seeks three types of research-focused manuscripts on service-learning and community engagement: \n\n**Research Studies.** These articles report on the findings of empirical studies of service-learning, community engagement and/or related civic education and civic engagement efforts. Research study articles should be theory-based and well-grounded in relevant research literature and should pose new questions that are significant to and advance the field. Research articles may be based on quantitative, qualitative or mixed approaches and can reflect the variety of types of studies currently underway on service-learning and community engagement, such as experimental (causal) and quasi-experimental studies, grounded theory, ethnographies, and case studies. Articles based on methodologies emerging from the service-learning and community-engagement field, such as community-engaged research, are encouraged (see 2014/2016 IARSLCE Reaffirmation Statement). Regardless of the research design or methodological approach, research study articles should be linked to broader theoretical or research-based questions in the field, incorporate rigorous methods (design, instruments, sampling approaches), thoroughly describe methods of analysis and findings, provide a clear line of reasoning linking the conclusions to the findings, and describe the limitations of the study. Articles that are primarily program descriptions or descriptions of service-learning/community engagement practices will not be accepted. (Peer reviewed)\n\n**Theoretical or Conceptual Analyses.** A theory is a system of ideas intended to advance understanding, explanation, and prediction of a phenomenon. Service-learning has been criticized for lacking a strong theoretical foundation; however, theory development is integral to the advancement of both high-quality research and practice in the field (praxis). Submissions in this section should assert a new theoretical framework or construct that can enhance understanding of the philosophical and/or pedagogical underpinnings of service-learning and community engagement. Submissions may also elaborate on and/or critically evaluate theoretical perspectives or constructs that are well established in the field. Manuscripts that explore recent theory and research-based constructs in related fields (developmental psychology, cognitive psychology, sociology, political science, etc.) and their applications to research and practice in service-learning and community engagement are encouraged. Submissions are expected to present a thorough explanation of the new theoretical framework or construct or critique and a well-reasoned discussion of their application to service-learning and community engagement research and/or practice. This discussion should address potential contributions of the ideas to the field, suggested steps for testing them or pilot data from a preliminary test, and limitations on their logic and utility. (Peer reviewed)\n\n**Research Reviews.** These articles synthesize and critically examine the extant research and/or emerging findings in the field of service-learning and community engagement. Authors can adopt a broad focus for a review or may limit the review to a particular area, such as impacts on students, faculty, institutions, or communities; quality practices; and/or processes of learning, development, and change; or service-learning and community engagement within a specific discipline, grade level, or cultural or national context. Research review articles should be based on a comprehensive, systematic search of the relevant literature, should explain the need for the review, and should clearly articulate the search process and criteria for including and for excluding studies. While there have been regular reviews of the emerging research in the service-learning/community engagement field, few of those reviews have adopted a critical perspective on the literature. Therefore reviews that assess the shortcomings as well as strengths in the empirical basis for a body of knowledge are strongly encouraged.\n\nIJRSLCE invites research articles, theoretical or conceptual articles, and research reviews that focus on an area of scholarship identified by one of the five sections of the Journal. Each section is managed by section co-editors who assign submitted papers to peer reviewers who have expertise on the topic(s) presented. Authors are encouraged to identify the journal section that best fits the focus of their paper. At the discretion of the section co-editors, articles submitted to one section may be reassigned to another section to ensure a strong fit.\n \n MAIN SECTIONS OF THE JOURNAL:\n \n**1. Advances in Theory and Methodology\nSection Co-editor: Paul H. Matthews**\nResearch on service-learning and community engagement (SL/CE) has been critiqued as lacking sufficient attention to theory both in study design and interpretation. Additionally, SL/CE research can benefit from methodological innovation and enhanced rigor, as well as from well-crafted application of methods and theories from relevant disciplines outside the community-engagement field. The Advances in Theory and Methodology section welcomes submissions that help respond to this need for improved theorizing and methodology in SL/CE research. Submissions to this section might focus on proposing or applying promising theory and/or methods from a particular disciplinary lens to SL/CE work; articles that develop, articulate or demonstrate new methodological approaches or research designs for studying SL/CE topics; studies intended to test theories/theoretical frameworks relevant to SL/CE research; articles reporting on the development, testing or refinement of new measures or instruments with potential utility to the field; or those that propose ways to strengthen the validity, depth, or rigor of SL/CE research and scholarship.\n\n**2. Student Outcomes (Primary, Secondary, and Higher Education)\nSection Co-editors: Karla Díaz Friere and Phillip Motley**\nService-learning is a constructivist teaching/learning approach in which students and other learners study community-based issues and public problems and then work to design and implement strategies to address those issues and problems. If well implemented, service-learning and community engagement can promote the learning and transfer of meaningful subject area, civic, personal, career, and intercultural understandings and skills as well as positive personal, civic, and moral development. Articles included in this section may report the results of research on the effects of participating in service-learning and communityengagement on one or more outcomes, including conceptualizing the processes of growth in student learning and developmental outcomes. A second type of article may explore report findings on quality features of service-learning and community engagement experiences.\n\n**3. Faculty Roles and Institutional Issues\nSection Editor: Lauren Dinour**\nFaculty who practice service-learning and community engagement are engaged scholars who focus their teaching and research on the renewal of democracy and the improvement of societal well-being. They embrace their own, their students’ and their institution’s responsibility to bring their knowledge and skills to bear on critical public issues. In their teaching, service-learning and community engagement faculty prioritize active, experiential methods, including student inquiry and community action, and they serve as facilitators of learning (e.g., presenting questions and providing feedback on student activity). They also embrace broader epistemologies that honor different ways of knowing and community-based knowledge. Research practices of faculty in service-learning and community engagement are typically more collaborative and action-oriented than is traditional in academic disciplines. The aim of research is to enhance civic or public life, which may be achieved through continuous cycles of inquiry, action, and reflection. Despite support for community-engaged work in higher education scholarship (Boyer, 1990), faculty who practice these approaches often face institutional barriers to tenure, promotion, and other rewards. Thus, articles in this section can present new theory or conceptual frameworks regarding faculty roles and responsibilities in the context of community-engaged scholarship. They may present the results of research on faculty motivation for practicing service-learning and community engagement or the positive and negative effects of adopting these practices on faculty development, such as role identity and professional advancement. Articles may discuss the results of studies of professional development models or other supports for the utilization of service-learning and community engagement, such as incentives or study circles.\n\nThe process of institutionalizing service-learning and community engagement and its effects on educational organizations has long been a topic in the field’s literature. Articles in this section can discuss service-learning and community engagement as forces for educational reform and transformation across the educational spectrum. They can describe histories, institutional policies, emergent structures, and practices associated with the institutionalization of service-learning and community engagement in primary, secondary, and higher education as well as in community-based organizations. Articles can also describe the role of service-learning and community engagement in institutional assessment.\n\n**4. Community Partnerships and Impacts\nSection Co-editors: Mark Anthony D. Abenir and Antonio G. Estudillo**\nA central aim of service-learning and community engagement scholarship is to encourage reciprocal and mutually beneficial relationships between communities and institutions. The institutions, with an often public-facing goal of engaged citizenry, deploy intellectual, human, and financial resources in the service of the communities outside their walls. Faculty and students collaborate with community leaders, organizations, and individuals to identify community needs and assets, develop action plans, and implement and reflect on solutions. Scholars of service-learning and community engagement are urged to engage partners in the design and implementation of studies that reflect joint concerns and are of practical benefit to communities. Articles included in this section consider the partnership between communities and institutions as a conceptual framework and unit of analysis. A list of possible topics includes, but is not limited to:\n*Conceptualizations of the civic roles and responsibilities of educational institutions and the tensions surrounding these conceptualizations as they emerge either from within the institution or in the interactive dynamics with communities and external partners.\n*The effects of engagement-oriented transformations to institutional structures and policies.\n*New, community-engaged visions of general studies or professional development programs, other curricula or individual courses, or results of studies of the effects of efforts to reform these educational structures.\n*Research on service-learning and community engagement in the disciplines and their implications for identifying research questions, design, instrumentation, modes of analysis, and/or knowledge sharing.\n\nThe “Community Partnerships and Impacts” section welcomes submissions that demonstrate early and continuing involvement of community collaborators in developing objectives, implementing projects, and reflecting and evaluating programs.\n\n**5. International Service-Learning and Community Engagement Research\nSection Co-editors: Henry R. Cunningham and Grace Ngai**\nService-learning and community engagement practices have proliferated around the world, as have international partnerships that support global service, education and engagement. The goal of the “International” section of the Journal is to reflect IARSLCE’s goals of supporting this global movement. Construction of knowledge bases and research agendas for international service-learning and community engagement is already well underway, yet researchers from all nations need a better understanding of global similarities and differences in service-learning and community engagement goals, implementation, and outcomes, as well as knowledge of the ethical and conceptual implications of global SLCE partnerships. Articles in this section can present theoretical and empirical research on the value and potential impacts of service-learning and community engagement in particular national, political, and/or cultural settings, either through in-depth analysis (e.g., case study) or a comparative approach. They can discuss the significance of the context for international engagement or community-engaged scholarship. In addition, articles in this section can report transnational efforts to build coalitions designed to advance research on global service-learning and community engagement, as well as findings from such international partnerships. Please note that articles describing research conducted in a non-U.S. context do not automatically qualify for the “International” section; unless the cultural context is a primary unit of analysis, articles that focus on one of the thematic areas described above should be submitted for review within that section. \n\n**6. Book Reviews**\nReviews of recently published books of significance to the service-learning and community engagement field. The IJRSLCE especially invites emerging scholars in the IARSLCE Graduate Student Network to submit book reviews for publication.\n \n**AUTHOR GUIDELINES\nThe deadline for submissions to be considered in the 2025 volume is May 1, 2025.**\n\n\n**Research Articles** reporting on the findings from empirical studies of service-learning, community engagement and/or related civic education and civic engagement efforts. (Peer reviewed)\n**Theoretical or Conceptual Articles** examining potential or existing theoretical or conceptual bases of service-learning and community engagement. (Peer reviewed)\n**Review Articles** that take a critical look at emerging findings and practices in the fields of service-learning and community engagement to assess the state of knowledge in the field and/or the significance of existing literature. (Peer reviewed)\n\nIJRSLCE also invites submissions of Book Reviews of recent publications in the service-learning, community engagement, or civic education field. (1500 words or less).\n\n \n**Submission of Manuscripts**\nThe recommended length for all manuscripts is 6,000-8,000 words, including abstract, references, and appendices.\nPlease be aware that by submitting a manuscript to the IJRSLCE, you understand and agree to the following:\n*Your submission indicates a commitment to publish in IJRSLCE if your manuscript is accepted for publication\n*You permit IJRSLCE to publish the manuscript and you assign all rights to IJRSLCE\nYou retain the right to use the substance of the published manuscript, provided you acknowledge prior publication in IJRSLCE\n*IJRSLCE reserves the right to make editorial changes for publication suitability\nIJRSLCE reserves the right to not publish the manuscript for any reason; if so, the rights revert to you as the author\n*If the submitted manuscript has more than one author, all co-authors have agreed to the submission, including the order of names in the publication and all submission guidelines and agreements\n\n\n**SUBMISSION PREPARATION CHECKLIST**\nAs part of the submission process, authors are required to check off their compliance with all of the following items, and submissions that do not adhere to these guidelines may be returned to authors .\n*The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).\n*The submission file is in Microsoft Word format (.doc or .docx).\n*The submission file is BLINDED for peer review. This means:\n- authors names, titles, and institutions are removed from the title page of the manuscript\n- references in the manuscript text to either the authors, their institutions or departments are either removed or replaced with the text [REDACTED].\n \n _Authors should complete the Scholastica submission form with their names and affiliations so that the Journal’s editors may communicate with you and use that information later for publishing, should your manuscript be accepted. But the manuscript submitted should be BLINDED for the integrity of the peer review process._\n\n*The text is double-spaced; uses a 12-point font (Times New Roman); employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.\n*Manuscripts should aim to be no more than 8,000 words, including the main text, references, notes, and appendices.\n*The manuscript adheres to the stylistic and bibliographic requirements stated in the most recent edition of the Publication Manual of the American Psychological Association (i.e., APA style). Currently, this is the 7th edition.\n*When applicable, a DOI or URL is included as the final component of a reference list entry. (a) URLs should link directly to the cited work whenever possible. (b) Include DOIs for all works that have DOIs. (c) If an online work has both a DOI and a URL, include only the DOI. (d) Present DOIs and URLs as hyperlinks (i.e., beginning with “http://” or “https://”). (e) Use the following format for DOIs: “https://.doi.org/xxxxx”.\n*The submission does not infringe upon others’ rights, and does not show bias in any form (racial, ethnic, religious, gender, etc.).\n*For consistency, use ‘service-learning’ with a hyphen (unless quoting an unhypenated use of the term).\n*The submission includes an abstract of approximately 150 words—with up to five keywords listed alphabetically—inserted between the title and the first paragraph of the manuscript.\n*Any submitted research data should be recent (i.e., obtained within the past 1-5 years. Please explain exceptions in the Comments to the Editor(s).\n*The type of manuscript (research, theoretical/conceptual, research review, or book review) is identified.\n*For the purposes of review and correct placement, the appropriate journal section for the submission is identified (i.e., Advances in Theory and Methodology, Student Outcomes, Faculty Roles and Institutional Issues, Community Partnerships and Impacts, International Service-Learning and Community Engagement Research, or Book Review).\n*If the research involves human subjects, please include a statement that documents approval by an Institutional Review Board. (See “Authors’ Responsibilities” below.)\n\n**PRIVACY STATEMENT**\n The names and email addresses entered in this Journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. Note that published manuscripts typically provide the email address(es) of corresponding author(s), with pre-approval from the author(s).\n \n**PEER REVIEW PROCESS**\n IJRSLCE is committed to the highest quality of blind peer review. The Senior Editors and/or Section Editors will determine whether the manuscript should be sent out for peer review. Following peer review, the Section Editor will summarize reviewer comments and recommend to the IJRSLCE Senior Editors (Co-editors) whether the manuscript should be accepted for publication, returned for revisions, or rejected.\n \n**ACCEPTANCE RATE**\n Acceptance rate is defined as the percentage of all manuscripts submitted to the Journal that are accepted for publication. IJRSLCE does not focus on acceptance rates; rather, the Journal concentrates on rigorous peer review and the integrity of the research-to-publication process. This Journal’s acceptance rate reflects decision-making that deliberately emphasizes the importance of mentoring and guiding new, inexperienced, and promising scholars in the service-learning and community engagement field toward the improvement of their submissions so they will become acceptable for publication. As the leading international journal for research in the field, IJRSLCE remains committed to emphasizing the ultimate acceptance of a submission—if it initially shows strong potential—rather than aiming for a low acceptance rate.\n \n**OPEN ACCESS POLICY**\n IJRSLCE provides open access to all its content.\n \n**PUBLICATION ETHICS AND PUBLICATION MALPRACTICE STATEMENT**\n The management of the International Journal for Research on Service-Learning and Community Engagement (IJRSLCE) adheres to a specific code of conduct that complies with best practice guidelines, as published by the Committee on Publication Ethics (COPE). The ethics and malpractice standards and responsibilities for the editor and associate editors, reviewers, and authors are presented below.\n\n_Editors’ Responsibilities_\n- Editors have responsibility to accept/reject manuscripts submitted to the Journal, based on the policies established by the Journal’s Editorial Board.\n- Editors should ensure manuscript’s originality, quality of research, and relevance to the Journal’s scope.\n- Editors should evaluate manuscripts based on their intellectual content without regard to authors’ race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy.\n- Editors should investigate all allegations or suspicions of research, publication, or other academic misconduct (e.g., plagiarism, duplicate or redundant publication, and unethical publishing behavior) raised by readers, reviewers, or other editors.\n- Editors should keep all information about a submitted manuscript confidential from anyone not involved in a review or publication process.\n- Editors should not allow any conflict of interest between staff, authors, reviewers, and board members. Individuals must recuse themselves in situations where there is a conflict of interest.\n\n_Reviewers’ Responsibilities_\n- Reviewers should notify the editor if they feel unqualified to review the research reported in a manuscript or know that its prompt review will be impossible.\n- Reviewers should keep all information regarding a manuscript under review confidential and not use any information or ideas for personal advantage.\n- Reviews should be conducted objectively, with no personal criticism of the author.\n- Reviewers should express their views clearly with supporting arguments.\n- Reviewers may identify relevant published work that has not been cited by the authors.\n- Reviewers are responsible for notifying the editor if there exists any substantial similarity or overlap between the manuscript under consideration and any other published article of which they have personal knowledge.\n- Reviewers should not review manuscripts for which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the articles.\n\n_Authors’ Responsibilities_\n- Authors must submit only entirely original works, and appropriately cite or quote the work and/or words of others.\n- Authors must certify that the manuscript has not previously been published elsewhere, or even submitted and been under review in another journal.\n- Authors of original research should present an accurate account of the work performed, objective discussion, and sufficient detail to ensure that the study can be replicated.\n- Authors must ensure that all data in the paper are real and authentic and be able to provide the raw data for review if requested.\n- If a study includes human subjects, authors must include a statement verifying that the research was reviewed by an Institutional Review Board and secured the protection of research participants. The narratives of submitted and published manuscripts must align with and reflect the approved human subject protocols (i.e., level of confidentiality, etc.).\n- Authorship should be limited to those who have made a significant contribution to the conception, design, execution, or interpretation of the reported project or study, and/or have contributed substantive content to the final manuscript. Individuals who have participated in a lesser capacity should be listed as contributors.\n- Authors must disclose in their manuscript any financial or other substantive conflicts of interest.\n- Authors must report any errors or inaccuracies they discover in their papers to the journal editor(s) in a timely manner.\n- Authors must participate in the peer review process and follow reviewers’ comments to improve manuscripts. In the event that reviewers’ comments are not appropriate, authors should present a justification or other presentation that describes why the reviewers’ comments are not or cannot be addressed.\n- Authors are strongly encouraged to participate in the peer review process as a reviewer. Serving as a reviewer for IJRSLCE while one has a separate manuscript under review does not constitute a conflict of interest.\n\n**STATEMENT ON AI**\nIJRSLCE expressly rejects the use of Artificial Intelligence (AI) and AI-assisted technologies (e.g., ChatGPT) in the writing of manuscripts submitted for publication to the journal. Such tools may be used to improve grammar, phrasing and the readability of particular passages but should not replace the core authorial and analytical tasks inherent to the research and writing process. Authors must certify their contributions as the originators of manuscripts submitted to IJRSLCE and are responsible for the integrity, validity and originality of the work.\n\n_References_\n- Association for the Advancement of Artificial Intelligence. (2017).\n- Committee on Publication Ethics (COPE). (2011). Code of conduct and best-practices guidelines for journal editors. 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