Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University
Recently, three new SoTL journals have been established to focus on research on teaching and learning. The focus of each is different, but each makes unique contributions to the evidence-base for making pedagogical decisions or reflecting on teaching and learning. The mission and scope, current article listing (if available), and link to receive updates for each journal are provided below. Other new SoTL journals will be highlighted over time. Please email Jen Friberg (firstname.lastname@example.org) if you are aware of new(er) SoTL journals that could be featured in a future blog!
Art History Pedagogy & Practice (mission and scope copied from AHP&P website)
Art History Pedagogy & Practice (AHPP) is a peer-reviewed, open-access e-journal dedicated to advancing teaching and learning in art history. The journal provides a forum for scholarly discourse that articulates and presents the range of pedagogical methods for learners in formal, informal, and virtual learning environments. Art History Pedagogy & Practice embraces multiple research models that examine the effectiveness of instructional strategies and technologies that build the skills, theories, concepts, and values necessary to art historical practice. Art History Pedagogy & Practice also fosters exchange between art history and allied fields including art and museum education, studio art and design, visual and material culture, and the digital humanities by considering the role of technology and the material object to enhance understanding and intellectual development.
AHP&P recently published their first issue, which included the following contributions:
- Editor’s Introduction: Advancing SoTL-AH
Virginia B. Spivey PhD and Renee McGarry
- Looking Beyond the Canon: Localized and Globalized Perspectives in Art History Pedagogy
Aditi Chandra, Leda Cempellin, Kristen Chiem, Abigail Lapin Dardashti, Radha J. Dalal, Ellen Kenney, Sadia Pasha Kamran, Nina Murayama, and James P. Elkins
- De-Centering “The” Survey: The Value of Multiple Introductory Surveys to Art History
Melissa R. Kerin PhD and Andrea Lepage PhD
- Making the Absent Present: The Imperative of Teaching Art History
Beth Harris Dr. and Steven Zucker PhD
- Against the “Coverage” Mentality: Rethinking Learning Outcomes and the Core Curriculum
Julia A. Sienkewicz
- Building a Foundation for Survey: Employing a Focused Introduction
Glenda M. Swan
Those interested in regular updates related to the work of AHP&P should register to join the journal’s email list.
Research & Practice in College Teaching (mission and scope copied from the journal’s website)
Research & Practice in College Teaching’s objective is to publish articles focused on promoting student learning. Articles should address themes around promoting effective practices in teaching and learning. The Journal reflects the breadth of the work in the scholarship of teaching and learning. We accept articles in the following categories.
- Data-Driven Studies
- Literature Reviews
- Case Studies
Research & Practice in College Teaching just published their second issue, which included the following contributions:
- Editorial: A Pointillist Portrait of ePortfolio Implementation at One University Case studies from Nursing, Professional Practice, University Honors, English, and Business at the University of Cincinnati Ruth Benander, Debra Brawn, Brenda Refaei, Richard Robles
- Learning Portfolios in the University Honors Program (UHP) Debra Brawn, Jason Autry
- ePortfolio Implementation One Person at a Time: The power of personal connection Ruth Benander, Brenda Refaei
- Evolving ePortfolio Use in the Applied Administration Program Michele Kegley, Pam Rankey
- ePortfolio Implementation for Career Education Richard Robles, Erik Alanson
- Portfolio Implementation as a Means for Achievement of Standards Missi Stec, Nicole Garritano
Those interested in regular updates related to the work of this journal should register to join the journal’s email list.
Teaching and Learning in Communication Sciences & Disorders (mission and scope copied from the journal’s website)
Teaching and Learning in Communication Sciences & Disorders (TLCSD) publishes articles that reflect current and exemplary scholarship of teaching and learning (SoTL) research in speech-language pathology and audiology. Articles submitted to TLCSD may also reflect current trends in the format of SoTL work, including original research, quantitative or qualitative in nature, reflective essays and case studies, both grounded in the literature. Manuscripts related to teaching and learning in continuing education contexts as well as in higher education will be considered. We invite manuscripts which also fall within the umbrella of evidence-based education in CSD, including:
- Scholarship of Teaching & Learning Research
- Scholarly Teaching
- Early Discoveries
- Reflections on SoTL
- Student Voices
- Book Reviews: Two types of Book Reviews will be considered for publication:
- Critical reviews of SoTL texts specific to speech-language pathology or audiologywhich examine academic and/or clinical applications to teaching and learning in CSD
- Reviews of new (non-CSD)SoTL texts which critically examine content and describe possible applications to academic and/or clinical CSD teaching and learning.
TLCSD plans to publish their inaugural issue in late winter/early spring of 2017.
Those interested in regular updates related to the work of TLCSD should register to join the journal’s email list.