For The Scholarship
Of Teaching & Learning
Read and submit materials to the ISSOTL newsletter.
ISSOTL Membership
Renew (or begin) your ISSOTL membership.
ISSOTL Interest Groups
Join one of ISSOTL's Interest Groups, or help forma new
one.
Quick Links
About TLI:
Mission |
Why submit toTLI? |
Editorial Info |
Editorial Board |
Aim and Scope |
Submission Information
TLI's Official Website [coming soon]
Teaching and Learning Inquiry (TLI)
Teaching and Learning Inquiry publishes 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.
Teaching and Learning Inquiry is the flagship publication of the International Society for the Scholarship of Teaching and Learning. It represents one of the world’s most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursing SoTL at every level. The TLI Editorial Board consists of widely published SoTL researchers and practitioners from eight countries. Submissions to TLI will receive prompt and thoughtful reviews from these and other international experts.
Publishing in TLI, then, is an effective way to reach a broad, influential audience. Teaching and Learning Inquiry is a journal building a strong reputation for scholarly excellence, and one valuing creative as well as traditional approaches to understanding teaching and learning and ways to share that understanding.
Editors
Nancy Chick, Vanderbilt University (USA)
| Gary
Poole, University of British Columbia (Canada)
Editorial Manager
TBA
Editorial Office
TLI@vanderbilt.edu
Center for Teaching
Vanderbilt University
Peabody #183
Nashville, TN 37203
| Name | Institution | Country |
| Abrahamson, Earle | Middlesex University | UK |
| Bass, Randy | Georgetown University | USA |
| Bernstein, Dan | Kansas University | USA |
| Bernstein, Jeff | Eastern Michigan University | USA |
| Bloch-Schulman, Stephen | Elon University | USA |
| Brew, Angela | University of Sydney | Australia |
| Cambridge, Barbara | National Council of Teachers of English | USA |
| Chew, Stephen | Samford University | USA |
| Chng, Huang Hoon | National University of Singapore | Singapore |
| Ciccone, Tony | University of Wisconsin, Milwaukee | USA |
| Cranney, Jacquelyn | University of New South Sales | Australia |
| Danielson, Mary Ann | Creighton University | USA |
| Devlin, Marcia | Deakin University | Australia |
| Fanghanel, Joelle | University of West London | UK |
| Felten, Peter | Elon University | USA |
| Garrett, Christopher | Oklahoma City University | USA |
| Gayle, Barbara | Viterbo University | USA |
| Gurm, Balbir | Kwantlen University | Canada |
| Huber, Mary | Carnegie Foundation | USA |
| Hutchings, Pat | Carnegie Foundation | USA |
| Lucero, Cecilia | Notre Dame University | USA |
| Lynch, Ellen | University of Cincinnati | USA |
| Lyshall, Lauren | Western Washington University | USA |
| Mårtensson, Katarina | Lund University | Sweden |
| McKinney, Kathleen | Illinois State University | USA |
| Messineo, Melinda Jo | Ball State University | USA |
| Mighty, Joy | Queens University | Canada |
| Nelson, Craig E. | Indiana University | USA |
| Parker, Jan | Open University | UK |
| Polich, Susan M | Carilion Roanoke Memorial Hospital | USA |
| Price, Linda | Open University | UK |
| Prosser, Michael | University of Hong Kong | Hong Kong |
| Renc-Roe, Joanna | Central European University | Hungary |
| Robinson, Jennifer Meta | Indiana University | USA |
| Roxa, Torgny | Lund University | Sweden |
| Trigwell, Keith | University of Sydney | Australia |
The overarching objective of TLI is to advance the understanding of teaching and learning. Published twice annually, TLI features original research and commentary on the scholarship of teaching and learning. This may include empirical investigations, theoretical analyses, thought-provoking essays, or works employing other genres. TLI welcomes submissions from all disciplines, research traditions, and perspectives related to teaching and learning.
Authors should be mindful of the fact that the journal publishes for an international audience. Preference will be given, therefore, to submissions that are of interest and value beyond local contexts.
Full submission information will be posted very soon.
