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!

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,...

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...

Introduction to a High Achievers Recognition Scheme

By Dr. Juliette Gaunt, Birmingham City University, Juliette.Gaunt@bcu.ac.uk and...

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...

OVERDUE; WHY HIGHER EDUCATION NEEDS FLEXIBLE DEADLINES – A Conversation

By Melissa Hills, MacEwan University, Melissa.Hills@MacEwan.ca and Kim Peacock,...

Valuing SoTL Within an Institutional Context

By Ann M. Gansemer-Topf, Sara Marcketti, Paul Hengesteg, and...

The People Behind the Publications: Reflections on a Decade of Reviews

By Earle D. Abrahamson Teaching and Learning Inquiry (TLI)...

“Great Introspections”

By Gary Poole and Nancy Chick As Teaching &...

Information Literacy & Interest – Keeping Undergraduates Using IL Skills

By Karen Sobel, EdD The research project behind “Motivating...

Do Young People Really Know How to Collaborate for Common Success?

The teaching staff of the University Europea del Atlantico,...