"Teachers possess the power to create conditions that can help students learn a great deal – or keep them from learning much at all. Teaching is the intentional act of creating such conditions.”
– Parker Palmer, The Courage to Teach
An interdisciplinary, peer reviewed, academic journal devoted to the analysis of teaching and learning as well as the institutional, political, and social aspects of education that impact critical pedagogical theory and practice. The journal is especially concerned to address these issues within the contexts of gender, race, ethnicity, sexualities, class, space and linguistics.
The premiere forum for higher education administrators, educators, researchers and policy makers interested in research, reviews, and case studies on all facets of the internationalization of higher education— the driving innovative element shaping higher education today. Each issue brings together the concepts, strategies and approaches of internationalization, the internationalization of the curriculum and the teaching and learning process, exchanges and study abroad, and issues surrounding international students and cross-border delivery of education.
Provides practical strategies for supporting student learning and success. Articles on a variety of topics related to student transitions are welcome, especially those focusing on:
* Teaching strategies in the first college year
* Strategies for addressing the sophomore, senior, and transfer transitions
* Proven institutional initiatives
* Strategies for assessing student learning, experiences, programs, and courses
* Exploration of transition issues related to campus type
The journal publishes original syllabi, assessment instruments, assignments and activities, and articles related to college teaching. A good syllabus is a piece of original scholarship; a great one is also an art form. A research or theory paper go through peer review process to be recognized and validated; the same process should be available to course materials. This is a small step towards taking college as seriously as we take research.
A peer-reviewed scholarly publication about academic advising in higher education. The journal is free and published only online. The goal of the journal is to provide a mechanism for the rapid dissemination of new ideas about advising and for ongoing discourse about advising issues.
A peer-reviewed journal that publishes articles of interest to educators at all levels. Suitable topics include those concerned with the social studies, the social sciences, history, and interdisciplinary studies.