Teaching & Learning Inquiry
Teaching & Learning Inquiry (TLI) is the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Published twice annually since its first issue in 2013, TLI publishes original research and commentary on the scholarship of teaching and learning, including empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres about SoTL, or the field of SoTL.
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!
Using Scenarios to Explore the Tone, Language and Behaviors of Student-Faculty Partnership
By Cherie Woolmer, Nattalia Godbold, Isabel Treanor, Natalie McCray,...
Defining Active Learning: A Restricted Systematic Review
By Peter Doolittle, Krista Wojdak and Amanda Walters Active...
CALL FOR APPLICATIONS | CO-EDITOR
Co-Editor, Teaching & Learning Inquiry The International Society for...
CALL FOR APPLICATIONS | ASSOCIATE EDITOR
Associate Editor, Teaching & Learning Inquiry: The Journal of...
Critical Reading Isn’t Inherently Liberatory
By Paul T. Corrigan I’ve often thought that critical...
50-Minute Epiphany
By Emily Russell, Nolan Kline, Amy I. McClure, Steven...
Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education
By Peter Felten, Rachel Forsyth and Kathryn A. Sutherland...
Soaring Beyond Boundaries: Unleashing the Transformative Power of Community-Led Research
By Michelle J. Eady and J. Michael Rifenburg In...
A Didactics of Cultural Readings
By Mikkel Jensen Introducing first-year university students to any...
Participation in Higher Education Classroom Discussions: How Students’ Identities Influence Perspective Taking and Engagement
By Crystena Parker-Shandal As a university educator for the...
Challenges of Shaping Student Study Strategies for Success: Replication and Extension
By Trent W. Maurer and Emily Cabay Many students...
Teaching the Inevitable: Embracing a Pedagogy of Failure
By Lydia E. Eckstein, Amelia B. Finaret and Lisa...
Discussing Identities and Building Relationships: From Students to Colleagues
By Ashton Croft and Caroline Glover Our research highlights...
Scientist-Educators Develop and Assess Respect for Human Dignity: Our Ten-Year Journey and Invitation
By Lauren F. V. Scharff and Michelle A. Butler...
The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students’ Experiences with Collaborative Learning During COVID-19
By Ella Anghel When the restrictions posed by the...
Reimagining the 4M Framework in Educational Development for SoTL
By Mandy Frake-Mistak, Jennifer Friberg and Melanie Hamilton As...
Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research
By Rhia Moreno, Kate Hobgood Guthrie, Katie Strickland As...
Students’ Views on the Nature of Science in an Interdisciplinary First-Year Science Program: Content Analysis of a Weekly Reflection Activity
By Nolan N. Bett, Costanza Piccolo, Nathan D. Roberson,...
A Constellation Model for Mentoring Undergraduates During COVID-19
By Maureen Vandermaas-Peeler, Jessie L. Moore and Amy Allocco...
“A Group of People to Lean On and Learn From”: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice
By Joy Camarao and Cari Din Our study is...
The Morphology of the SoTL Article
By Faye Halpern The immediate occasion for “The Morphology...