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.
The National Teaching & Learning Forum covers the breadth of college teaching and learning issues including learning theory, class management, pedagogical innovation, technology and more. With regular features and progressive coverage of developments as they happen, the Forum builds and supports an ongoing conversation about teaching and learning on campus.
The Community College Enterprise is a peer-reviewed research journal publishing original research that expands our knowledge about the structure and nature of teaching and learning within the community college arena. As a leading resource for researchers and educators, the journal publishes high-quality research that captures the cutting edge practices and techniques that currently define the community college experience.
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.