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Teaching & Learning Inquiry

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Teaching & Learning Inquiry

 

tlijournal.com

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!

Let’s Play! Engaging College Students in Mini Play Sessions

Let’s Play! Engaging College Students in Mini Play Sessions

By Marna Winter The need to support student mental...

Toward a Humanist and Agentic Paradigm of Inclusive Teaching—Lessons from the United States Civil Rights Era for College Pedagogy

Toward a Humanist and Agentic Paradigm of Inclusive Teaching—Lessons from the United States Civil Rights Era for College Pedagogy

By Bryan M. Dewsbury This essay is based on...

Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions

Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions

By Quyen Tran As a lecturer with 10 years...

A SoTL CoP: More Than Just a Work Team

A SoTL CoP: More Than Just a Work Team

By Aletta M. du Plessis, Cornelia M. Schreck, Christo...

Looking for an Entry Point into Alternative Grading?

Looking for an Entry Point into Alternative Grading?

By Rebecca Swanson, Aram Bingham, Megan Sanders and Carter...

Reimagining Student Success through Engagement and Soft Outcomes: Learning from a Capstone Course in a Canadian Polytechnic

Reimagining Student Success through Engagement and Soft Outcomes: Learning from a Capstone Course in a Canadian Polytechnic

By Clare Mulcahy and Ashique Khan The authors of...

Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates

Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates

By Jared McBrady This article started with a quest...

What is the Role of Trust in Peer Support Schemes for Underrepresented Students?

What is the Role of Trust in Peer Support Schemes for Underrepresented Students?

By Claire Hamshire, Mimi Benjamin and Alan Soong Swee...

Sense of Belonging Promotoes Internship Satisfaction

Sense of Belonging Promotoes Internship Satisfaction

By Melinda K. Adams and Jody E. Jessup-Anger In...

Building Trust Through Feedback: Transforming Higher Education Classrooms

Building Trust Through Feedback: Transforming Higher Education Classrooms

By Breana Bayraktar, Kiruthika Ragupathi and Katherine A. Troyer...

Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data

Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data

By Mirjam Sophia Glessmer and Rachel Forsyth We spent...

Meet the Teaching & Learning Inquiry Editorial Team

Meet the Teaching & Learning Inquiry Editorial Team

The ISSOTL Publications Committee is pleased to welcome Teaching &...

Bridging the Gap: Connecting Teaching Critical Thinking to Student Experience

Bridging the Gap: Connecting Teaching Critical Thinking to Student Experience

By Vincent C.A. Crone and Merel van Goch As...

Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic

Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic

By Jessie Durk, Amy Smith, Nabihah Rahman, and Rebekah...

Moving from “Good” to “Great” SoTL: The Importance of Describing your Research Epistemological and Ontological Traditions in your SoTL Scholarship

Moving from “Good” to “Great” SoTL: The Importance of Describing your Research Epistemological and Ontological Traditions in your SoTL Scholarship

By Melanie Hamilton and Brett McCollum We started this...

TLI Launches “Going Public”

TLI Launches “Going Public”

TLI’s Going Public Reviews Call for Reviewers & Artefacts...

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

By Kristina Meinking and Eric Hall We designed the...

Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

By Heather Garcia and Mary Ellen Dello Stritto Working...

Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

By Ximena D. Burgin, Mayra C. Daniel, Sheila S....

Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

By Stephanie May de Montigny I began this research...

Addressing Post-Truth in the Classroom

Addressing Post-Truth in the Classroom

By Shan Mohammed, Quinn Grundy, Jessica Bytautas As health...

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