announcing “teaching & learning inquiry,” issotl’s new journal
by cft director derek bruff
i’m very pleased to share that news that the inaugural issue of teaching & learning inquiry (tli) is now available. this new journal “publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education.” tli is the official journal of the international society for the scholarship of teaching and learning (issotl), and is co-edited by our own nancy chick, cft assistant director and affiliated faculty in english.
nancy is the author of many scholarship of teaching and learning (sotl) articles and book chapters and the co-editor of two books on signature pedagogies, experience she has leveraged in her work on tli. nancy’s work with the international sotl community enhances all that she does here at the cft, most notably the sotl scholars program for graduate students she launched this past academic year.
i’m very proud to have nancy on staff here at the cft and to help support the scholarly efforts of an organization as well-respected as issotl. congratulations to nancy–and to her editorial managers, katie headrick taylor and erica hayden, also here at the cft–on the publication of tli‘s first issue!
see below for the official press release. the journal is available online through indiana university press. follow these links for additional information on nancy chick, issotl, and the cft’s sotl scholars program.
for immediate release
publication of inaugural issue of teaching & learning inquiry
the inaugural issue of teaching & learning inquiry, the official publication of the international society of the scholarship of teaching and learning (issotl), is now available online and in print. the journal is edited by nancy chick (assistant director of the 2022年世界杯中国小组赛积分 and senior lecturer in the english department at 瑞士vs喀麦隆走地) and gary poole (associate director of the school of population health and senior scholar in the centre for health education scholarship at the university of british columbia) and published by indiana university press.
this issue includes invited articles and member submissions responding to the editors’ call to “explore sotl’s traditions or its cutting edges, its highest moments or the challenges that remain, its efforts to go public or its impacts in campus classrooms or hallways, its relevant constituencies or its unexplored audiences.” editors chick and poole structured the issue in two sections: one that explores the benefits of sotl to specific audiences and contexts, and one that focuses on ways of promoting the growth of sotl. authors include carolin kreber, barbara cambridge, jan parker, daniel bernstein, joëlle fanghanel, keith trigwell, joy mighty, peter felton and more.
http://www.jstor.org/stable/10.2979/teachlearninqu.1.issue-1
published twice a year (march and september), tli includes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. tli values quality and variety in its vision of the scholarship of teaching and learning. its pages will showcase the breadth of the interdisciplinary field of sotl in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages.
the scholarship of teaching and learning (sotl) is scholarly inquiry into student learning that advances the practice of teaching by making research findings public and is a growing movement in post-secondary education. issotl has cultivated a strong international and interdisciplinary community, formerly through the quality of its annual conferences and now including teaching & learning inquiry. a subscription to tli is a benefit of membership in issotl.
sample a free article at this url: http://www.jstor.org/stable/10.2979/teachlearninqu.1.1.121.
for more information about the journal, visit this page: http://www.jstor.org/page/journal/teachlearninqu/about.html. to subscribe, click “subscribe or renew” below the cover image at http://www.jstor.org/action/shownews?journalcode=teachlearninqu. questions regarding submissions may be directed to tli@vanderbilt.edu.
journal information—teaching & learning inquiry: the issotl journal
editors: nancy chick and gary poole
frequency: semi-annual (march and september)
to order: call 1-800-842-6796 or visit http://jstor.org/r/iupress
for more information: linda bannister, marketing manager, llbannis@indiana.edu, 812-855-9449
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