Teaching & Learning Inquiry
Teaching & Learning Inquiry (TLI) is the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). TLI publishes original research and commentary on the scholarship of teaching and learning, including empirical and interpretive investigations, theoretical analyses, thought-provoking essays, SoTL in process, ISSOTL conference posters, and reviews of SoTL books, websites, and podcasts. TLI publishes content monthly with the goal of bringing new scholarship to the SoTL community throughout the year.
TLI reaches a worldwide readership of the field’s leading thinkers and those pursuing SoTL at every level. The journal has earned a strong reputation for scholarly excellence; for valuing diverse approaches to understanding teaching, learning, and SoTL; and for encouraging creative as well as conventional ways to share that understanding.
TLI values quality and variety in its vision of the scholarship of teaching and learning. The journal showcases 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. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching, learning, and SoTL.
All issues of TLI are available online and open access, under a CC-BY license, which permits unrestricted use, distribution, and reproduction of its materials as long as the original work is properly attributed. ISSOTL members receive first notification when new issues are published. Learn more about the journal, and view all issues and articles here.
See TLI-related posts on the ISSOTL Blog featured below!
The Impacts of an Academic Intervention Based in Metacognition on Academic Performance
By Holly J. Swanson, Adelola Ojutiku, Bryan Dewsbury As...
Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice
By Maria Azucena Gutierrez Gonzalez, Caitlin Mandeville, Ferne Edwards,...
Call for Poster Submissions: Transform Your ISSOTL Conference Poster into a TLI Publication
By Kris Knorr Are you still buzzing with excitement...
Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy
By Jessica Palka This article recounts the benefits, challenges,...
Defining Immersive Learning
By Phillip Motley, Beth Archer-Kuhn, Catharine Dishke Hondzel, Jennifer...
Using Infographics to Go Public with SoTL
By Bryn Keogh, Lorelli Nowell, Eleftheria Laios, Lisa McKendrick-Calder,...
Online Webinar | May 23, 2024
Publishing SoTL: A Conversation with Teaching & Learning Inquiry...
From Inquiry to Wisdom: Lessons Learned in Our SoTL Inquiry
By Lu Kehan, Amrita Kaur, Zhou Yu, He Yuzhen,...
Complex Challenges, Evolving Solutions: Iterative Course Development
By Gail Matthews-DeNatale, Laurie Poklop, Rachel Plews, and Mary...
Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning
By Danielle Lake, Wen Guo, Elizabeth Chen, Jacqui McLaughlin...
Ungrading: What do Students Think?
By Amy A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna...
Why Higher Education Faculty Should Consider Integrating Authentic Audiences in Their Courses
By Erica R. Hamilton, Mihyun Han As long-time educators...
Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship
By Katy Dineen, Sarah Thelen, Anna Santucci In the...
Meet the Teaching & Learning Inquiry Editorial Team
The ISSOTL Publications Committee is pleased to welcome Teaching...
A Case Study on the Value of Humanities-Based Analysis, Modes of Presentation, and Study Designs for SoTL: Close Reading Students’ Pre-Surveys on Gender-Inclusive Language
By Sarah Copland In the late 2010s, while teaching...
A Collaboratively Designed Course: Student Perceptions, Challenges, and a Critical Reflection
By Meghan Owenz The COVID-19 pandemic dramatically changed teaching...
I Appreciate You: A Spectral Reading of SoTL during COVID-19
By Laura Facciolo This work is borne out of...
2023 Gary Poole Distinguished Reviewer Award
Ingie Hovland is the recipient of the of the...
POSTER | Journal Club: An Innovative Teaching Practice to Foster Peer Connection and Enhance Information Literacy Skills
Post-secondary educators help students develop foundational skills needed for...
POSTER | My Transformative Research Journey with SoTL
By Ekua Mensimah Thompson Kwaffo Partaking in SoTL-related research...
POSTER | Embracing SoTL in Human Movement Sciences: A Collaborative Journey
As educators within Human Movement Sciences (HMS) at a...