Provides researchers, scholars, and practitioners with timely and substantive information on the critical issues facing higher education. Each monograph presents a definitive analysis of a higher education problem or issue, based on a thorough synthesis of significant literature and institutional experiences. Topics range from planning to diversity and multiculturalism, to performance indicators, to curricular innovations.
The mission of this peer-reviewed, academic journal was to provide a forum for debates concerning interdisciplinarity, situated discourse communities, and writing across the curriculum programs. LLAD was published from 1994 to 2003. In January 2004, Language and Learning Across the Disciplines merged with Academic.Writing to form Across the Disciplines.
The mission of this peer-reviewed, academic journal was to provide information for – and an opportunity for interaction among – scholars interested in writing, speaking, and otherwise communicating across the curriculum. Academic.Writing was published from 2000 to 2003. In January 2004, Academic.Writing merged with Language and Learning Across the Disciplines to form Across the Disciplines.
The result of a merger between two peer-reviewed, academic journals: Language and Learning Across the Disciplines and Academic.Writing, Across the Disciplines provides communicating across the curriculum researchers, program designers, and teachers interested in using communication assignments and activities in their courses with a venue for scholarly debate about issues of disciplinarity and writing across the curriculum.
Teaching & Learning Inquiry is the official publication of the International Society of the Scholarship of Teaching and Learning (ISSOTL). Published twice a year, it includes 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.
The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to enhancing student learning through the use of technology. JoTLT is focused on teaching at the university level and will not accept manuscripts relating to teaching in the K-12 area. The goal of this journal is to provide a platform for academicians all over the world to promote, share, and discuss what does and does not work when using technology.
To Improve the Academy: A Journal of Educational Development is an electronic journal that seeks to advance excellence in research and practice in educational development. Access to each peer-reviewed volume of To Improve the Academy is provided to current POD members as a benefit of membership.
The JFD welcomes manuscript submissions that advance theoretical and practical understandings of faculty development in post-secondary institutions.
Therefore, articles submitted to JFD should address, but are not limited to:
Advancement of faculty
Teaching and learning
Issues of importance to development of successful faculty
This newsletter covers a broad range of teaching and learning topics, providing innovative strategies, techniques, and approaches to facilitate learning and reflective analysis of educational issues of concern.