The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning in higher education through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.
Peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Published twice a year, Includes short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.
A peer-reviewed, international electronic journal published twice a year by the Center for Excellence in Teaching at Georgia Southern University to be an international vehicle for articles, essays, and discussions about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education today.
Published by the Coulter Faculty Commons for Excellence in Teaching and Learning at Western Carolina University. An international vehicle for the Scholarship of Teaching and Learning (SoTL). The aim of the journal is to foster a higher education culture that embraces innovation in teaching and learning.
Offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. Most recent 1 year(s) not available
An internal, GSU project, Recursive is designed to be a venue for scholarship in all stages of development, from early investigations of possible research studies, pilots of new assignments or teaching techniques prior to gathering data (“scholarly teaching”), to reports on research in progress and final write-ups of completed projects. The goal of the journal is both to share the important research taking place in the field of SoTL and to provide faculty and researchers with feedback and advice as they develop and work on SoTL projects.