Call for Papers – International Journal for the Scholarship of Teaching – Due May 15
Interested in sharing your scholarly work investigating teaching and learning? Submissions for the International Journal for the Scholarship of Teaching and Learning are due May 15th. CFT teaching consultants are available to provide feedback on papers before you submit them.
Manuscripts for the July 2010 (Volume 4, No. 2) issue of International Journal for the Scholarship of Teaching & Learning may be submitted by May 15, 2010. All submissions are to be as a Word document (please use downloadable V4N2 Word Template with header and page numbering format in place) attached to an email to IJ-SoTL‘s editor, Alan Altany, at email@example.com. Complete submission guidelines are at http://www.georgiasouthern.edu/ijsotl/sm.htm.
IJ-SoTL focuses upon higher/tertiary education settings that use original research about teaching and learning topics. The results of the research are to be analyzed and evaluated for their meanings, implications, and applications for the improvement of student learning in higher/tertiary education today.
Submissions are sought in the following areas:
- Research articles (3,000 – 8,000 words)
IJ-SoTL focuses upon higher/tertiary education and original research about teaching and learning topics. The results of the research are to be analyzed and evaluated for their meanings, implications, and applications for the improvement of student learning in higher/tertiary education today.
- Essays (2,000 – 5,000 words) on such topics as how SoTL can directly improve student learning outcomes; how SoTL has transformed an academic community/culture; the connects between SoTL and other forms of scholarship; how best to integrate SoTL into higher education today, or into a college or university community; the problems and benefits of international collaboration in doing SoTL and applying the results to college teaching (classroom, online, or in combination)
- Personal reflections (1,000 – 1,500 words) on how SoTL has affected one’s attitude and/or approach to teaching and student learning and what the results have been for teaching effectiveness and student outcomes
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