CETL provides an extensive list of disciplinary and interdisciplinary journals in the scholarship of teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically. Click on the title of a journal to visit its home page. Click on a category name or use the drop-down menus on the right to view journals by Discipline or by Topic in Higher Education. To return to the full list, set the drop-down menu options to - Any -
Last full update: December 5th, 2019
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A peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
Our features are written by academics and university staff and also by our in-house team of specialist reporters. We are looking for lively essays about higher education and academic life.
Articles for our Opinion section are written by academics, university staff, policymakers and other contributors. Opinion articles set out a concise argument on a topical issue related to higher education or academic life.
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.
Transformations: The Journal of Inclusive Scholarship and Pedagogy is a peer-reviewed interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice. The journal features a range of approaches, from theoretical articles to creative and experimental accounts of pedagogical innovations, from teachers and scholars from all areas of education. The mission of Transformations is to bridge the gaps between scholarship and teaching, between K-12, higher education, and teaching in non-institutional venues, between the classroom and the world.
Transformative Dialogues (TD) is a forum for conversations intended to foster the improvement of teaching and learning in post-secondary education. TD facilitates the multi-disciplinary intellectual debate and inquiry, exchange of ideas, actions, and results of innovative and professional practice in the Scholarship of Teaching and Learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship.
Update, a peer-reviewed online-only journal brings research in music teaching and learning close to everyday practice to help teachers apply research in their music classrooms and rehearsal halls. The journal presents reviews of the literature and findings of individual studies without research terminology or jargon.
A national peer-reviewed journal on writing across the curriculum, The WAC Journal is an annual collection of articles by educators about their WAC ideas and WAC experiences.
Submission Guidelines for Women in Higher Education
We are delighted to welcome submissions from subscribers, administrators and faculty in higher education as well as organizational leaders with information on topics relevant to our readers.
World Journal of Education is a peer-review journal, published by Sciedu Press. It is devoted to publishing articles in the fields of education, teaching, learning and other relevant subjects. This includes primary, secondary, tertiary and other higher education disciplines such as but not limited to special education (SpEd), normal and even express streams of the academe
The essential journal for research on the study of writing in all its symbolic forms, Written Communication has a broad and interdisciplinary view of what writing is, how writing gets done, and what writing does in the world. Written Communication's aims and scope encompass a wide range of topics, and its pages consistently provide readers with new research findings, new theoretical con