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!
The Importance of Ending Well: Leveraging Participatory Co-Design in a Virtual Last Class Workshop
Erin B. Styles, University of Toronto (erin.styles@utoronto.ca) Elizabeth J....
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...
OVERDUE; WHY HIGHER EDUCATION NEEDS FLEXIBLE DEADLINES – A Conversation
Melissa Hills, MacEwan University, Melissa.Hills@MacEwan.ca Kim Peacock, NorQuest College,...
Blog: Benefits of Community: Students-as-Partners Work by an Undergraduate Student, a Graduate Student, and a Faculty Member
By Anna Piotti, Elizabeth DeFelice, and Carrie Jackson The...
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)...
Letting Go of Grades: Creating an Environment of Autonomy and a Focus on Learning for High Achieving Students
By Eric Hall and Kristina Meinking In our essay,...
Using Inquiry to Transfer My Teaching Practices to Higher Education and Teacher Preparation
By Brianna L. Kennedy, PhD As a former secondary...
Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic
By Jennifer Hill and Harry West It is fair...
“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,...
Jennifer Löfgreen and Chris Ostrowdun Selected as Associate Editors of TLI
The ISSOTL Publications Committee is pleased to announce that...
A Blog by Bruce Gillespie
The inspiration for this project was a long-standing challenge...
Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts
We are a Learning Advisor and Associate Professor of...
Empowering the Next Generation in a Globalising World
Our societies are transforming into multicultural hubs as the...
Decoding the Disciplines as a Pedagogy of Teacher Education
By: Jared McBrady It all started at ISSOTL19 in...
Try it Out! TLI Translations Through Google Chrome Extension
by S. Raj Chaudhury, President-Elect ISSOTL, University of South...
TLI Associate Editor – Call for Applications
Associate Editor, Teaching & Learning Inquiry: The Journal of...
Student and Faculty Interpretations of Institutional Websites’ Messaging of Equity, Diversity, and Inclusion
By Joanna Rankin and Andrew Pearl Globally, there is...
Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Course: A Case Study
By Kiruthika RAGUPATHI, Zi Hui YEO, Hui Chieh LOYNational...