Have you made pedagogical changes to your teaching or course design as a result of your own assessment, student feedback, a CTL workshop or program, or because you felt like it was time for a change? Did you collect assessment data on the impact of the change (e.g., written student feedback, pre and post-data, formative/summative assessment results) or could you still collect such data points to measure potential changes? If so, you’re on the road to a Scholarship of Teaching of Learning (SoTL) publication!
Worcester State University’s open-access, peer-reviewed journal Currents in Teaching and Learning is inviting submissions for its upcoming Volume 17.
A variety of submission options are available including:
Brief reports that provide a concise but complete account of new teaching methods or materials that will be of broad interest to college and university instructors (750-1250 words)
Medium-length teaching and program reports on classroom/curricular practices (2500-5500 words)
Longer research or theoretical articles related to current issues in teaching and learning in higher education (5500-7000 words)
All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings. The inclusion of specific teaching artifacts and/or a method to evaluate the effectiveness and significance of a particular pedagogical approach are highly encouraged. Co-authored pieces are also welcome.
The deadline for submission is December 31st, 2024. Visit the journal’s website for full submission guidelines. For questions, or to get help with creating a SoTL proposal, please contact Sarah Lausch (sarahlausch@boisestate.edu).