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 is 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!
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...
Adjusting Class Policies Amid a Pandemic: How Lessons Learned During COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises
By Ellen M. Whitehead Amidst the many challenges to...
EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment
By Dan Trowsdale and Alison McKay A few years...
Searching and Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Parts 1 & 2
By Mick Healey and Ruth L. Healey “I can’t...
A Pedagogy of Slow: Integrating Experiences of Physical and Virtual Gallery Spaces to Foster Critical Engagement in SoTL
By Briony Supple and James G.R. Cronin Carl Honoré...
Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward
By Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown,...
Exploring Students’ Online Learning Interaction Behaviors and Experiences: A Case Study
By Chwen Jen Chen and Chee Siong Teh In...
Fostering Active Learning in an Interactive Joint Classroom: A Case Study
By Stefanie Griebel, Angelika Thielsch, Paul Gibson, Tanja Reiffenrath,...
BLOG: Sense of Place and Belonging: Lessons from the Pandemic
By Linda Adler-Kassner, Margarita Safronova, Yasmine Dominguez-Whitehead, Karen Gonzalez,...
BLOG: Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms
By Elizabeth Karcher, Daniel Guberman, Emily Bonem and John...
Learning Motivation of University Students in Online- and Classroom Teaching: Insights from Teaching during Covid-19
By Kristof Tomej There is a general recognition that...
Faculty and Student Partnership in SoTL: A Case Study of an Institutional Model
By Bruce Moghtader, Adriana Briseño-Garzón, and Trish Varao-Sousa One...
BLOG: Student Perception of a Visual Novel for Fostering Science Process Skills
By Michael Wong The inspiration for this project stemmed...
BLOG: Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM
By Daphne E. Pedersen, Alena Kubátová, and Rebecca Simmons...
Introduction to a High Achievers Recognition Scheme
By Dr. Juliette Gaunt, Birmingham City University, Juliette.Gaunt@bcu.ac.uk and...
BLOG: Navigating Challenges and Teaching Through Lived Experiences as Graduate Student Instructors
By Marisa V. Cervantes & Alana R. Inlow Our...
The Importance of Ending Well: Leveraging Participatory Co-Design in a Virtual Last Class Workshop
By Erin B. Styles, University of Toronto (erin.styles@utoronto.ca) and...
Blog: Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy
By Susan Cox, Kate Jongbloed, and Charlyn Black Have...