The SoTL Advocate

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Where Can My SoTL Be Published? A Focus on Arts & Humanities

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

This week is the fourth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related and business-related disciplines. This week, the spotlight is on SoTL publication outlets for arts and humanities disciplines (e.g. visual art, film/media art, music, dance, creative writing, languages/literatures/cultures, philosophy, history, religion, literature, and linguistics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Art
Art Education Art Education covers a diverse range of topics of professional interest to art educators and anyone whose interest is quality visual arts education. It is published bi-monthly in full color, and each issue features an Instructional Resource article, making Art Education a significant addition to every teacher’s reference library.
International Journal of Art and Design Education The International Journal of Art & Design Education is the primary source for the dissemination of independently refereed articles about the visual arts, creativity, crafts, design, and art history, in all aspects, phases and types of education contexts and learning situations. The journal welcomes articles from a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are concerned with learning through art and creative education.
Journal of Aesthetic Education Journal of Aesthetic Education (JAE) is an interdisciplinary journal that focuses on clarifying the issues of aesthetic education understood in its most extensive meaning. The Journal thus welcomes articles on philosophical aesthetics and education devoted to problem areas in education critical to arts and humanities at all institutional levels, to an understanding of the aesthetic import of the new communications media and environmental aesthetics, and to an understanding of the aesthetic character of humanistic disciplines.
Studies in Art Education Studies includes explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment. It also publishes reports of applicable research in related fields such as anthropology, education, psychology, philosophy, and sociology.
Teaching Artist Journal The mission of the Teaching Artist Journal is to advance and document innovative and effective teaching artistry, serve as a vital international forum, promote interdisciplinary critical-praxis, and connect diverse teaching artists through new methods, theories, and models. The Journal also seeks to advocate for the complex interests of teaching artists and their constituents, share field-specific artistic, educative, and psycho-social insights with theorists and practitioners within broader areas of study, and advocate for access to arts experiences for all.
Art History
Art History Pedagogy and Practice 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.
Dance
Dance Teacher No scope or aims were published on this site.
English
Assessing Writing Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (‘direct’ and standardized forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations).
College Composition and Communication College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. The field of composition studies draws on research and theories from a broad range of humanistic disciplines and from within composition and rhetoric studies, where a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, and the history of these fields.
College English College English publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Contributions may work across traditional field boundaries; authors represent the full range of institutional types.
Computers and Composition Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence.
English Education English Education is the journal of the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction.
Journal of Teaching Writing The Journal of Teaching Writing publishes articles of interest to teachers at all grade levels, from preschool through university, that address the practices and theories which bear on our knowledge of how people learn and communicate through writing.
Kairos Kairos is a refereed, open-access, online journal exploring the intersections of rhetoric, technology, and pedagogy. Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media.
Pedagogy Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition to cultural studies.
Research in the Teaching of English Research in the Teaching of English is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
History
History Teacher The History Teacher publishes inspirational scholarship on traditional and unconventional techniques in history education.
Journal of American History The Journal of American History (JAH) is the leading scholarly publication and the journal of record in American history. The JAH publishes articles, and interchanges, states-of-the-field, as well as reviews of books, digital history projects, exhibits, and movies. The JAH makes selected content freely available, including the “Textbooks and Teaching” section and Teaching the JAH.
Teaching History Teaching History seeks to provide history teachers at all levels with the best and newest teaching ideas for their classrooms.
Languages, Literatures, & Cultures
Foreign Language Annals Foreign Language Annals seeks to serve the professional interests of classroom instructors, researchers, and administrators across a range of contexts and is dedicated to the advancement of the teaching and learning of foreign languages, particularly languages other than English. The journal welcomes submissions that report empirical research on, and that have clear and significant implications for, foreign language teaching and learning at all levels of instruction. The journal also welcomes manuscripts that advance theoretical discussions in foreign language education as well as manuscripts that document the effectiveness of teaching strategies or address a wide variety of emerging issues of interest within the profession.
French Review The French Review publishes (in English and French) approximately 50 articles and 300 reviews on French and Francophone literature, cinema, culture, linguistics, and pedagogy.
Hispania Hispania publishes original, unpublished manuscripts on applied linguistics, cultural studies, culture, film, language, linguistics, literary criticism, literature, and pedagogy having to do with Spanish and Portuguese. Throughout Hispania‘s history, it has published scholarly articles and reviews that are judged to be of interest to specialists in the discipline(s) as well as to a diverse readership of teachers of Spanish and Portuguese.
International Review of Applied Linguistics in Language Teaching International Review of Applied Linguistics in Language Teaching (IRAL) is devoted to problems of general and applied linguistics in their various forms. IRAL‘s long-term interest lies in areas of research which concern first- and second-language acquisition (including sign language and gestural systems). Contributions are welcome on naturalistic and instructed language learning, language loss, bilingualism, language contact, pidgins and creoles, language for specific purposes, language technology, mother-tongue education, terminology and translation.
Language Educator The Language Educator includes feature articles on important developments in language teaching and learning. Special emphasis is placed on new technology, innovative programs, and all levels of education from early language learning through postsecondary study.
Music
International Journal of Music Education The International Journal of Music Education (IJME) publishes scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction.
Journal of Research in Music Education Journal of Research in Music Education comprises reports of peer-reviewed original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
Music Educators Journal Music Educators Journal offers peer-reviewed scholarly and practical articles on music teaching approaches and philosophies, instructional techniques, current trends and issues in music education in schools and communities and the latest in products and services.
Philosophy of Music Education Review PMER invites original and previously unpublished submissions, including articles addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education.
Philosophy
Metaphilosophy Metaphilosophy publishes articles and book reviews stressing considerations about philosophy and particular schools, methods or fields of philosophy. The intended scope is very broad: no method, field or school is excluded. Particular areas of interest include issues in the teaching of philosophy.
Teaching Philosophy Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy.  Articles addressing any subject area in philosophy, as well as articles applying current scholarship on teaching and learning to the study of philosophy, are welcome.
Theater
Research in Drama Education Research in Drama Education provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts.
Theater Topics Theatre Topics is a peer-reviewed publication committed to publishing subjects of current interest, written in accessible and well-defined language, for a general audience of theatre educators and practitioners. Subjects of interest include acting, advocacy, community-based theatre, design, directing, dramaturgy, and theatre pedagogy, with an emphasis on articles that reflect the intersection of theory and practice.

 

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Where Can My SoTL Be Published? A Focus on Business-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

 This week is the third installment in the series that started in February with the question “where can my SoTL be published?” This week, the spotlight is on SoTL publication outlets for business-related fields such as: accounting, business administration, business information, business education, finance, insurance, international business, management, marketing, and economics.

The list below presents links for SoTL-friendly business journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Journal Name Aim/Scope/Mission of Journal (excerpted, sometimes verbatim, from journal websites)
Accounting
Accounting Education Accounting Education is a peer-reviewed international journal devoted to publishing research-based papers on key aspects of accounting education and training of relevance to practitioners, academics, trainers, students and professional bodies, particularly papers dealing with the effectiveness of accounting education or training.
Global Perspectives on Accounting Education No aims/mission/scope were provided on the journal website.
Issues in Accounting Education The mission of Issues in Accounting Education is to publish research, commentaries, instructional resources, and book reviews that assist accounting faculty in teaching and that address important issues in accounting education. Issues of the journal consists of two major sections: Research and Commentary and Instructional Resources.
Journal of Accounting Education The Journal of Accounting Education is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education.
Business Administration/Information
Business Education & Accreditation Business Education & Accreditation publishes high-quality articles in all areas of business education, curriculum, educational methods, educational administration, advances in educational technology and accreditation. Theoretical, empirical and applied manuscripts are welcome for publication consideration.
Business Education Forum Business Education Forum is a professional journal, written by practitioners, for practitioners. Articles published in the Forum aim to interest teachers in the field of business education and improve learning for students by making teaching more effective and creative.
International Journal for Business Education The purpose of IJBE is to provide international business educators with articles concerning current and/or future teaching strategies as they relate to business education, research-based articles on business education and technology ideas for business education. The focus can be from any area of business education including technology, communications, leadership, management, marketing, etc. that will be of interest to international business educators.
Journal for Global Business Administration The Journal for Global Business Education is a refereed publication of the United States chapter of the International Society for Business Education (ISBE). The U.S. Chapter is one of multiple chapters of the Société pour l’Enseignment Commercial (SIEC). These chapters represent different countries that are engaged in education for international business.

Submitted manuscripts should focus on International Business and may include reviews of literature, research, teaching methodologies, and other appropriate options.

Journal of Applied Research for Business Administration No aim/scope/mission listed on the journal website.
Journal of Business Ethics Education The Journal of Business Ethics Education seeks to publish educational materials suitable for use in ethics courses or in other business courses where ethical issues are discussed. These include case studies, lecture articles for student use, articles and ethical analyses for instructors, role-playing material, syllabi and curricula, and downloadable software or audio/visual material. There is a particular emphasis on approaches that encourage student participation as opposed to passive learning.
Journal of Education for Business The Journal of Education for Business features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today’s business world and in the business professions that are fundamentally influencing the competencies that business graduates need.
Journal of Entrepreneurship Education The Journal of Entrepreneurship Education publishes theoretical or empirical works in entrepreneurship education and training.
Journal of International Business Education The mission of the Journal of International Business Education is to enhance education in international business worldwide through the publication of high quality refereed teaching materials, articles on key developments in teaching methods and technologies, and new institutional frameworks for international business education.
Economics & Finance
Journal of Economic Education The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media.
Journal of Economics and Finance Education The Journal of Economics and Finance Education (JEFE) is a general interest publication, which targets articles in the area of economic and finance education. JEFE invites economic and finance contributions in three main areas: research, instruction, and content. The journal encourages empirical and methodological contributions and will entertain theoretical articles in some instances.
Journal of Financial Education The Journal of Financial Education is devoted to promoting financial education through publication of articles that focus on educational research, creative pedagogy, and curriculum development. We publish articles that help improve the delivery of financial education through research that tests hypotheses regarding all aspects of the educational process, pedagogical papers that offer interesting or unique approaches to teaching, case studies, and literature reviews.  In particular, we strive to tie educational ideas and innovations discussed in the journal to assurance of learning principles whenever possible.
International Business
Journal of Teaching in International Business The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure a global mindset and optimum, cost-effective learning in international business. This journal contains original, significant, scholarly, and applied articles that: say something meaningful to international business curriculum developers; use empirical data and analysis to show the effectiveness of various approaches to teaching international business; enrich and make more effective the classroom presentations of teachers of international business; facilitate research endeavors of international business consultants, researchers, business education foundations, and institutions of higher learning.
Management
Academy of Management Learning & Education AMLE examines pressing issues in the fields of management learning and education by presenting theory, models, research, critiques, dialogues and retrospectives that address the learning process and the practice of management education. Its audience includes scholars, educators, program directors and deans at academic institutions, as well as practitioners in training and development and corporate education.
Decision Sciences Journal of Innovative Education The Decision Sciences Journal of Innovative Education is a peer-reviewed journal of the Decision Sciences Institute. Its mission is to publish significant research relevant to teaching, learning, and education in the decision sciences – quantitative and behavioral approaches to managerial decision making. The journal welcomes submissions relevant to the application and practice of the decision sciences both in business and other domains such as, but not limited to, healthcare, product development, and engineering management.
International Journal of Management Education The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
Journal of Management Education Journal of Management Education (JME), peer-reviewed and published bi-monthly, is a leading voice in the scholarship of teaching and learning (SoTL) in management. JME welcomes contributions from all management educators who seek to reflect on their professional practice and to engage readers in an exploration of what or how to teach in order for students to learn and practice effective management.
Management Learning Management Learning, the ‘Journal for Critical, Reflexive Scholarship on Organization and Learning’, is a fully peer-reviewed international journal publishing original theoretical, empirical and exploratory articles on learning and knowing in management and organizations.
Marketing
Journal of Marketing Education Journal of Marketing Education (JMD) provides a forum for the exchange of ideas, information, and experiences related to educating students of marketing and advertising. JMD is the leading peer-reviewed, international scholarly journal publishing articles on the latest techniques in marketing education, emphasizing new course content, effective teaching methods, and professional issues.
Marketing Education Review Marketing Education Review is a great resource for instructors to find innovative, assessment-driven tools and techniques to improve classroom instruction and the student learning experience. Its focus is to promote innovative approaches to curriculum design, student learning and faculty development.

 


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Where Can My SoTL Be Published? A Focus on Health-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

In February of this year, a blog was posted to address the question “where can my SoTL be published?” That blog provided a list of cross-/multi-/inter-disciplinary SoTL publication outlets for SoTL research to be published. A promise was made at that time that future blogs would focus on disciplinary SoTL publication outlets. I will make good on that promise today and over the next several weeks!

The focus this week is SoTL publication outlets in health-related disciplines, including: speech-language pathology/audiology, dentistry, psychiatry, respiratory therapy, physical therapy, occupational therapy, nursing, and medicine. The list below presents cross-disciplinary health care journals as well as journals specific to research on teaching and learning in individual disciplines. Links for each journal are provided along with a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website).

I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Cross-Disciplinary Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Advances in Health Science Education Advances in Health Sciences Education (AHSE) is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology. AHSE will accept articles on topics such as admissions, problem-based and self-directed learning, faculty development, achievement testing, motivation, curriculum development, curricular comparisons, program evaluation, expertise development, clinical reasoning, continuing education, community-based education, and communication skills (the list is intended as illustrative, not exhaustive).
The Clinical Teacher The Clinical Teacher is the journal for clinicians who teach and people who are involved in education in a health care setting. It provides access to research, practice and thinking in clinical education across the health professions. Each issue features sections on specific teaching approaches, reports and evaluation of innovative learning activities, a digest of the latest research published in Medical Education and other relevant journals, reports of innovative thinking and advances in clinical teaching from around the world, and expert commentary and discussion on challenging and controversial issues in today’s clinical education.
Gerontology & Geriatrics Education Gerontology & Geriatrics Education is a peer-reviewed journal that focuses on the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of readers, including faculty, students, practitioners, administrators, and policy makers and is dedicated to disseminating cutting edge and evidence-based knowledge in the field of gerontology and geriatrics education.
Medical Education Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world-wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including undergraduate education, postgraduate training, continuing professional development, and interprofessional education.
Medical Teacher Medical Teacher, the journal of the Association for Medical Education in Europe, addresses the needs of teachers and administrators involved in training for the health professions. This includes courses at basic and post-basic levels as well as the increasingly important area of continuing education. Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.

 

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Communication Sciences & Disorders (Speech-Language Pathology/Audiology)
Teaching and Learning in Communication Sciences & Disorders 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.
Dental Care
Journal of Dental Education The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest.
Medicine
Academic Medicine Academic Medicine serves as an international forum for the exchange of ideas, information, and strategies to address the major challenges facing the academic medicine community as it strives to carry out its missions in the public interest. The journal’s areas of focus include: education and training issues; health and science policy; institutional policy, management, and values; research practice; and clinical practice in academic settings.
Advances in Physiology Education Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms.
Anatomical Sciences Education Anatomical Sciences Education provides an international forum for the exchange of ideas, opinions, innovations and research on topics related to education in the anatomical sciences of gross anatomy, embryology, histology, and neurosciences at all levels of anatomical sciences education including, undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental.
Teaching and Learning in Medicine Teaching and Learning in Medicine (TLM) is an international, peer-reviewed forum for scholarly investigation of teaching and learning in medical education. Its mission is to advance the knowledge, understanding, and decision making capacity of medical educators through the dissemination of the highest levels of scholarship. TLM ’s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education.
Nursing
Journal of Nursing Education The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
Journal of Professional Nursing The Journal of Professional Nursing accepts articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.
Nutrition
Journal of Food Science Education JFSE is aimed at all those committed to the improvement of food science education, including primary, secondary, undergraduate, graduate, continuing, and workplace education. Topics covered include problem-based learning and innovative learning techniques, development of teachers and students, innovative laboratory exercised, and interpersonal and human relationship development of students.
Journal of Nutrition Education and Behavior The Journal of Nutrition Education and Behavior (JNEB) is a refereed, scientific periodical that serves as a global resource for all professionals with an interest in nutrition education; nutrition and physical activity behavior theories and intervention outcomes; complementary and alternative medicine related to nutrition behaviors; food environment; food, nutrition, and physical activity communication strategies including technology; nutrition-related economics; food safety education; and scholarship of learning related to these areas.
Occupational Therapy
Journal of Occupational Therapy Education JOTE seeks to ensure that pedagogical practices in occupational therapy and occupational science are grounded in research, and evaluated for impact and effectiveness. JOTE encourages occupational therapy educators to share viable theoretical frameworks, innovative educational methods, and new knowledge to support best practice. JOTE welcomes a variety of topics for submission, including original research, theory, educational innovations, review of educational material, and technology updates.
Optometry/Ophthalmology
Journal of Academic Opthalmology No aims/scope listed for journal but current issue articles appear to be related to SoTL.
Journal of Optometric Education The goal of the Journal is to embrace and support scholarly achievements for the advancement of optometric education and the profession. The scope of the Journal supports a broad interpretation of scholarship based on the scholarship of discovery, integration, application and teaching.
Physical Therapy
Journal of Physical Therapy Education The Journal of Physical Therapy Education advances the scholarship of physical therapy education by disseminating scholarly works of discovery, application, and integration and enriches physical therapy academic and clinical education environments by using evidence into the educational decision-making process to effectively prepare students, support faculty and clinicians, and inform administrators.
Psychiatry
Academic Psychiatry The Journal’s mission supports work that furthers knowledge and stimulates evidence-based advances in academic medicine in six key domains: education, leadership, finance and administration, career and professional development, ethics and professionalism, and health and well-being. Original articles present empirical research, systematic reviews, or critical analyses that inform one of these six key domains, important to academic psychiatry, behavioral sciences, and the health professions.
Respiratory Therapy
Respiratory Care Education Annual The Respiratory Care Education Annual is published each fall. This refereed journal is committed to providing a forum for research and theory in respiratory care education. The Respiratory Care Education Annual showcases scholarly work within the educational community to promote best practices and research in respiratory care education.
Social Work
Journal of Social Work Education The Journal of Social Work Education is a refereed professional journal concerned with education in social work and social welfare. Its purpose is to serve as a forum for creative exchange on trends, innovations, and problems relevant to social work education at the undergraduate, master’s, and postgraduate levels.
Journal of Teaching in Social Work Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the Journal of Teaching in Social Work is a forum for teaching and learning processes and the factors affecting their quality. Articles that focus on the teacher, the teaching process, the learner, and the learning process, as well as new contexts of teaching are considered for publication in the journal. Special attention is given to: field work teaching; in-service training; teaching aids and technologies; policy concerns that have an impact on the educational process.

 


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New Volume of Gauisus Published

The fifth volume of Gauisus, ISU’s internal, multimedia SoTL publication was published today. This volume features the work of 26 Redbirds (13 faculty and 13 students) across six departments/schools. Work in this volume is organized into two tracks: SoTL Research and Scholarly Approaches to Teaching. The Scholarly Approaches to Teaching track is new to this volume and represents an effort to highlight application of SoTL research to inform decision-making. Abstracts and hyperlinks for each article can be found below.

The call for Volume 6 of Gauisus is now open. Past volumes of Gauisus can be accessed here. Happy reading!

 

TRACK: SoTL Research
Math Anxiety Among First-Year Graduate Students in Communication Sciences and Disorders
Jamie Mahurin Smith • Department of Communication Sciences and Disorders
Students in allied health fields use math for a variety of tasks in their classes and in the field. Math anxiety can interfere with completion of these tasks; no published reports describe the prevalence or extent of math anxiety in this population. Two cohorts of first-year graduate students in communication sciences and disorders (CSD; n = 73) used the modified Fennema-Sherman Mathematics Attitude Survey to evaluate their own math ability and math anxiety. For many of the survey items, a strongly bimodal response pattern was observed. Across both cohorts, one group of students felt confident and competent with regard to math-related tasks, while another group reported anxiety and doubt. The presence of strongly divergent feelings about course material may present challenges for instructors and students alike. Potential responses are discussed.
Acquiring Global Competencies at Illinois State University
Maria Schmeeckle, Editor • Department of Sociology and Anthropology
Our “Senior Experience” research capstone class sought to answer the following question: “What types of global competencies are college seniors acquiring at Illinois State University, and what school-sponsored experiences allow them to acquire these competencies?” To answer this, our team of nine students conducted 30 semi-structured interviews with a diverse group of students in their senior year at Illinois State University. We focused on seven competencies identified by ISU’s Office of International Studies and Programs: Critical Cosmopolitanism, Social Cohesion, Cultural Sensitivity, Social Responsibility, Intercultural Communication, Bilingualism, and Global Dexterity. We found that almost all of our participating seniors perceived that they had acquired some degree of the seven global competencies and found them to be important for their lives. Interview participants reported the highest exposure to cultural sensitivity, social responsibility, and intercultural communication, and the lowest exposure to bilingualism. Within course-related activities, classes and professors appeared to be the best sources of global competency development. Within non-course-related activities, student organizations were mentioned the most often. In their final reflections, the research team suggested that the university make greater efforts to help students realize that they are acquiring global competencies, which are tangible skills in our increasingly interconnected and interdependent world.
The student researchers collaborated on all aspects of the research process, including refining research questions, reading and synthesizing the literature, developing the interview guide, conducting interviews, transcribing and analyzing the interviews, summarizing the findings, and connecting findings back to related studies and ISU’s internationalization efforts. In alphabetical order, the student researchers were: Jonathan Aguirre, Michael Drake, Felicia Kopec, Alicia Ramos, Shelby Stork, Stacy Strickler, Erin Sullivan, Annie Taylor, and Melisa Trout.
Improving the Graduate Student Experience thought Out-of-Class Experiences
Rebecca AchenSchool of Kinesiology and Recreation
Clint WarrenSchool of Kinesiology and Recreation
Hannah JorichSchool of Kinesiology and Recreation
Amanda FazzariSchool of Kinesiology and Recreation
Ken Thorne
 • School of Kinesiology and Recreation
This study evaluated student experiences and learning outcomes related to the professional field trip, which is designed to encourage connection between students and improve professional skills. Twenty-two graduate students attended the trip to Milwaukee, WI, where they participated in a networking event with industry professionals, toured an arena and Marquette athletics, and attended a baseball game. The trip was evaluated using pre- and post-trip surveys, a focus group, and interviews with professionals that the students interacted with. Results suggested the trip met students’ expectations, improved their connection to their cohort, clarified their professional goals, and improved their networking skills.
Using Simulations to Improve Interprofessional Communication and Role Identification between Nursing Student and Child Life Specialist Students
Peggy Jacobs• Mennonite College of Nursing
Sheri KellyMennonite College of Nursing
Keri Edwards • Department of Family and Consumer Sciences
Lynn Kennell Mennonite College of Nursing
Cindy Malinowski Mennonite College of Nursing
Based on Recommendations by the World Health Organization to improve patient outcomes through teamwork and communication, the college of nursing collaborated with the child life specialist program to incorporate interprofessional collaboration into existing simulations. A quasi-experimental design with a pre and post-test regarding roles was used to discover how 3rd semester undergraduate nursing students and 3rd semester graduate child life specialist students (CSL) communicate during four simulated pediatric care scenarios. Consenting to participate were 49 nursing students and 4 CLS students.  The intervention group included a CLS. Videotaped simulations and audio taped debriefings were evaluated with the validated Interprofessional Collaborator Assessment Rubric (ICAR). Significant differences were found in communication and collaborative patient family approach. Nursing students showed greater growth in role understanding of the CLS (pre-13.69, post-14.13) compared to the CLS of the nursing role (pre-8.6, post-9.4).  Students recognized the need to continue to improve their teamwork and communication.
Challenging Pre-Service Teachers; Evolutionary Acceptance in Introductory Biology
Rachel Sparks• School of Biological Sciences
Rebekka Darner Gougis• School of Biological Sciences
In this study, we examine the efficacy of an instructional intervention on pre-service teachers’ acceptance of evolutionary theory. We used diagnostic question clusters with ORCAS (Open-ended questioning, student Responses, Contradictory claims, Assessment of contradictions, and Summary) discourse to elicit students’ prior knowledge and compel evaluation of claims with evidence. Pre-and post-instruction evolutionary acceptance, nature-of-science understanding, and conceptual knowledge about evolution were measured qualitatively and quantitatively, indicating the instructional treatment was effective in fostering acceptance and understanding of evolution. We discuss implications for further research and preparing pre-service teachers for teaching evolution concepts.
TRACK: Scholarly Approaches to Teaching
Exploring the Designed Environment and Human Behavior Course
Taneshia West AlbertDepartment of Family and Consumer Sciences
Miyoung HongCollege of Architecture, University of Nebraska-Lincoln
Core competencies such as analytical skills, content knowledge, and awareness of human behavior set the foundation for learning among emerging interior design professionals. A human behavior course is the perfect medium to synchronize these ideas in the context of interior design challenges. Presently, significant gaps exist regarding the pedagogical approaches that prepare interior design students to integrate these skills into innovative design solutions. This paper discusses how objectives identified through the literature review influence the creation of lecture activities, project assignments, and student assessment to meet each identified objective. The authors offer respective strategies for building the course curricula.


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New Funding Opportunities for ISU SoTLists!

The Office of the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University is accepting applications for two grant programs: FY18 University Research Grants and FY17 Summer Mini Grants. Information related to each of these funding programs can be accessed via the Cross Chair website. An overview is provided for each program below. Contact Jennifer Friberg (jfribe@ilstu.edu) with questions.

FY18 University Research Grants:

The Cross Endowed Chair in the Scholarship of Teaching and Learning requests proposals for the Scholarship of Teaching and Learning URG Grant Program. The program provides scholarship of teaching and learning (SoTL) small grants to study the developmental and learning outcomes of ISU students. For 2017-2018, funded projects can focus on the systematic study/reflection of any teaching-learning issue(s) explicitly related ISU students.

Grants of up to $5,000 are available. Funds may be used for any appropriate budget category (e.g., printing, commodities, contractual, travel, student help, and salary in FY18). While 4-5 grants are expected to be awarded, all awards are subject to the availability of funds allocated for FY18. Proposals should be submitted by 5/22/17.

urg summer

FY 17 Summer Mini Grants:

The Cross Endowed Chair in the Scholarship of Teaching and Learning requests proposals for the Scholarship of Teaching and Learning URG Grant Program. The program provides scholarship of teaching and learning (SoTL) small grants to study the developmental and learning outcomes of ISU students. This funding program will award six mini-grants of $600 each to ISU faculty via a competitive application process. These funds will be awarded as a June 2017 stipend for work on a new or ongoing SoTL project at any stage of completion (e.g., writing an IRB, analyzing data, writing up findings). Proposals should be submitted by April 24, 2017.

mini summer


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IRB Brown Bag Recap: A Focus on Risks/Benefits and Clarity of Proposals

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

Last Friday, 2/24/17, the Office of the Cross Endowed Chair in SoTL at Illinois State University hosted a 90-minute brown bag session to address questions about IRB construction for SoTL research. This session was co-hosed by Jen Friberg, Cross Endowed Chair and Alycia Hund (IRB Chair and Professor of Psychology) and was intended to address common issues and questions of faculty in a conversational and facilitative manner. While the Cross Chair’s office has posted guidance for Frequently Asked IRB Questions and has provided sample documents for IRB proposals, and Reseach and Sponsored Programs has provided enhanced guidance for using IRBNet and for proposal preparation and submission, this brown bag offered an opportunity for faculty to engage in dialogue that was helpful to all in attendance in clarifying a variety of facts. Most guidance was provided in the areas of risk/benefit and clarity of IRB proposals.

The following is a list of considerations discussed at this brown bag. While these are most applicable to ISU faculty and students as they align with IRB processes specific to our university, many will be important to individuals drafting an IRB for SoTL research at any institution:

  1. Risks and benefits are important to identify and acknowledge:
  • Make sure to acknowledge all real risks to all participants in your study. Most commonly, these will include coercion and threats to anonymity/confidentiality, employability, and/or reputation. Less frequently, threats to participants can include psychological distress or discomforts. Completely acknowledging any of these threats that can apply up front will ensure a stronger submission to the IRB.
  • Likewise, benefits to all participants can and should be addressed in a manner that balances any inherent risks that are a part of your study. It is acceptable if there are no direct benefits to the students in your SoTL study if there are minimal risks. Accordingly, if there are greater than minimal risks to students, then there should be some sort of benefit. Remember, compensation is NOT a benefit for participating in a study. Benefits identified can (and arguably should) include any impacts to future students as well as the program/department/discipline.
  • Another consideration related to risks and benefits: while many faculty seek to evaluate outcomes of an assignment/project in a course, the risks/benefits discussed in the IRB to study these outcomes relate to the research, not the assignment/project. It is the involvement in the SoTL study, rather than participation in the assignment/project. Thus, these risks/benefits should be the focus in any IRB.
  • There is some uncertainty as to whether anonymity is even truly possible. If you report that your data will be anonymous, detail CLEARLY how this will be the case. Any threats to anonymity or confidentiality need to be disclosed in informed consent documents.
  1. Clarity of IRB proposals is often a concern:
  • Often times, when SoTL IRBs are sent to full review, it is because there is a lack of clarity in the description of the research. Make sure that you clearly define your research in terms of your overview, aims, methods, recruitment, data to be collected, etc. Spell out a clear plan that explains how your data will be used, how it will be shared, and who will be at risk/benefit.
  • Often, IRB reviewers have a difficult time following the “players” in a SoTL project. Keep your labels consistent. For instance, don’t refer to students as “students,” “participants,” “subjects,” “consentees,” etc. all at the same time. Pick one label and stick with it for consistency. Don’t be afraid to use names for clarity, particularly for the PI, any co-PIs, consenters, and/or instructors of record (if different than PI/co-PI).


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Where Can My SoTL Be Published?

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

By far, the most frequent question I’m asked by faculty at Illinois State University who are interested in SoTL is “if I do this sort of project, where can my SoTL be published?” It’s a great question in light of the need to share our SoTL work in order for it to be…well, SoTL. While there are numerous venues to present and share SoTL informally across disciplines, many faculty are interested in traditional publication outlets to share their work with others for a variety of reasons (e.g., disciplinary value placed on journal publication). I have to believe that this question is not isolated to faculty at my institution!

While ISU’s SoTL website has always featured a great list of SoTL publication outlets, I’ve been working on updating this list and providing additional information related to aims and scope for each of these journals. These updates will be completed shortly and the URL will be updated here upon their completion. Until then, here’s what I’ve been working on in table format: a list of currently publishing SoTL-friendly journals, with hyperlinks and brief descriptions of the aims/scope for each journal. Please note that this initial effort focuses ONLY on cross- or multi-disciplinary SoTL journals. Look for a similar list/table for separate disciplines in the future!

I hope you find this summary useful. Please feel free to suggest other outlets that I may have left off this list in error in the comments section below.

Journal Name Aim/Scope/Description of Journal

(excerpted, sometimes verbatim, from websites)

Academic Exchange Quarterly Academic Exchange Quarterly welcomes submissions that contribute to effective instruction and learning regardless of level or subjects. We welcome papers derived from doctoral study, presented at conference/symposium/workshop, or original research conducted under a grant or fellowship.
Active Learning in Higher Education Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
Assessment Update Assessment Update is dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning.
College Teaching College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.
Higher Education Research and Development Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions. Equally, we welcome empirical higher education studies, which employ qualitative, quantitative, and mixed methodologies including big data. All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience.
Innovative Higher Education Innovative Higher Education publishes diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal. It strikes a balance between practice and theory by presenting articles in a readable and scholarly manner to both faculty and administrators in the academic community.
Interdisciplinary Journal of Problem-Based Learning The Interdisciplinary Journal of Problem-Based Learning publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning in K-12 or post-secondary classrooms.
International Journal of the Scholarship of Teaching and Learning International Journal for the Scholarship of Teaching & Learning is an international forum for information and research about the scholarship of teaching and learning (SoTL) and its implications for higher/tertiary education. This journal publishes manuscripts that fall into two main categories: research articles and essays.
International Journal of Teaching and Learning in Higher Education The International Journal of Teaching and Learning in Higher Education provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise.
Journal of Effective Teaching The Journal of Effective Teaching is an electronic journal devoted to the exchange of ideas and information about undergraduate and graduate teaching. We invite contributors to share their insights in pedagogy, innovations in teaching and learning, and classroom experiences in the form of a scholarly communication which will be reviewed by experts in teaching scholarship. Articles which draw upon specific-discipline based research or teaching practices should elaborate on how the teaching practice, research or findings relates across the disciplines.
Journal of Faculty Development The Journal of Faculty Development is an independent, peer-reviewed journal published by New Forums Press. Issued three times yearly, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions. The Journal of Faculty Development invites a wide variety of manuscripts, ranging from research studies (using qualitative or quantitative methodologies) to those focused on theory and philosophy that are related to issues in faculty development, professional development, higher education pedagogy, curriculum, leadership, program design and implementation, and evaluation and assessment.
Journal of the Scholarship of Teaching and Learning The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the scholarship of teaching and learning in higher education for the community of teacher-scholars. Submissions should be theory-based and supported by evidence. JoSoTL’s objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. Themes of the journal reflect breadth of interest in the pedagogy forum and include the following: data-driven studies, reviews, case studies, and invited comments/reviews.
Journal of University Teaching and Learning Practice The Journal of University Teaching and Learning Practice is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
Journal of Excellence in College Teaching The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
Research and Practice in College Teaching 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. Articles in the following categories are sought: data-driven studies, literature reviews, and case studies.
Teaching and Learning Inquiry Teaching and Learning Inquiry (TLI) features original research and commentary on SoTL. TLI publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. These may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres. TLI showcases the breadth of the interdisciplinary field of SoTL in it’s explicit methodological pluralism, its call for traditional and new genres, and its international authorship.
Teaching in Higher Education Teaching in Higher Education publishes scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.
Teaching Professor The Teaching Professor is a newsletter (published 10 times annually) that focuses on topics such as instructional technology, faculty mentoring, academic integrity, assessment, course design, student engagement, online education, and even instructor confidence. Articles dig into specific aspects of these broader categories. Authors approach topics from different perspectives and present original ways to consider familiar topics and themes.