The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…

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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 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.
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.
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.
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.
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.
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.
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.
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.



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.


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New SoTL Journals to Explore

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 ( 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:

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.

  1. Data-Driven Studies
  2. Literature Reviews
  3. Case Studies

Research & Practice in College Teaching just published their second issue, which included the following contributions:

 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.

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Examples of Practical Implications for Teaching and Learning from Recently Published SoTL Research

Compiled by Kathleen McKinney, Illinois State University (Note: these excerpts are direct quotes from the published abstracts.)*

In this blog post, I offer the actual abstracts (and citations) of four recently published SoTL studies that offer explicit potential implications of the results for the teaching and learning of/by other faculty and students. These abstracts are intended simply as examples of diverse SoTL projects and of possible implications for our classrooms.

Student Perceptions of a Form-Based Approach to Reflective Journaling

“The author describes the principal findings of a survey study looking at student perceptions of a new form-based approach to reflective journaling. A form-based journal assignment was developed for use in introductory lecture courses and tested over a two-year period in an Honors General Chemistry course for engineers with a total of 157 first-year students. The form contains a series of written prompts for which students supplied short answers to help them own their learning, identify and articulate their needs in the course, and identify possible solutions to improve their performance in the course. Perceived benefits from student self-reports include improved course performance, identification of problems that by their own admission the students likely would not have identified otherwise, increased course attentiveness, and increased motivation to seek assistance from their instructor and/or other local resources. Benefits to the instructor include the ability to provide timely feedback and assistance to large groups of students at several key intervention points over the course of the semester.”

Mabrouk, P. A. (2015). “Student Perceptions of a Form-Based Approach to Reflective Journaling.” The Journal of Excellence in College Teaching. Vol. 26, 2.

Using Reading Guides and On-line Quizzes to Improve Reading Compliance and Quiz Scores

“This study compared students’ daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item quiz over the assigned readings. With the exception of the control section, all students had access to an instructor-designed reading guide for each of the 20 assigned readings. Results revealed that reading guides significantly increased student learning as demonstrated by increased scores on the in-class reading quizzes, with marginal additional gains when practice quizzes were also utilized. The addition of on-line graded quizzes resulted in lower scores on in-class quizzes. Results held even after multiple subsidiary analyses controlling for time spent studying. These findings suggest that reading guides may be a valuable study aid for improving student learning.”

Maurer, Trent W. and Longfield, Judith (2015) “Using Reading Guides and On-line Quizzes to Improve Reading Compliance and Quiz Scores,” International Journal for the Scholarship of Teaching and Learning: Vol. 9: No. 1, Article 6.

Student Management Teams Increase College Students’ Feelings of Autonomy in the Classroom

“The use of Student Management Teams (SMTs) is a relatively new teaching technique designed to increase students’ motivation and involvement with the planning and execution of college courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs. To test the effectiveness of this technique, the current research utilized a pretest–posttest paradigm consisting of two courses taught by the same professor (both Social Psychology courses). In one course, the professor implemented a SMT; the other course served as a control comparison. Results revealed that students in the course with the SMT increased their feelings of autonomy relative to students in the control comparison course. Implications for teaching techniques and their potential impact on student motivation are discussed.”

Troisi, Jordan D. (2015). “Student Management Teams Increase College Students’ Feelings of Autonomy in the Classroom.” College Teaching, Vol. 63, 2, 83-89.

Training final year students in data presentation skills with an iterative report-feedback cycle

“Although practical laboratory activities are often considered the linchpin of science education, asking students to produce many large practical reports can be problematic Practical reports require diverse skills, and therefore do not focus the students’ attention on any one skill. They are also time-consuming to write and mark, limiting the speed at which feedback can be returned. To refocus students specifically on the skills of data presentation and interpretation I asked the students to produce a results figure, as would be found in a journal article, one for each of four practical topics. The students found this a challenge, but their skills improved markedly over the semester due to an efficient feedback cycle. Students were very engaged with this assessment, as it caused them to re-consider what they understood about the results of the practical. As this assessment is a small focused version of a practical report, it allows faster marking and return of practicals, and reduces the proportion of marks allocated to practicals, allowing more marks to be allocated to other components of the unit/class such as exams. This is therefore a successful method of focusing students’ attention on presenting and interpreting practical results, in an efficient and cost-effective manner.”

Verkade, Heather. (2015). “Training Final Year Students in Data Presentation Skills with an Iterative Report-feedback Cycle.”Journal of the Scholarship of Teaching and Learning, Vol.15, 2. 70-82.

*Bolding of text added by compiler.


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Volume 3 (2015) of Gauisus is published!

Written by Kathleen McKinney, Cross Chair in SoTL at Illinois State University

Gauisus is the internal, blind peer-reviewed scholarship of teaching and learning (SoTL) publication at Illinois State University (ISU). At ISU we define the scholarship of teaching and learning as the “systematic reflection/study on teaching and learning [of our ISU students] made public.” The first volume of Gauisus appeared in 2009 in print and pdf form and contained 13 traditional scholarly articles or notes. The second and subsequent volumes are multi-media publications and appear on line every late spring. Each will contain several representations of SoTL work. Representations may be scholarly papers or notes, online posters, videos, wikis or blogs and so on.

The purposes of Gauisus are the following: 1) to provide instructors writing about their teaching and learning a local but peer reviewed outlet to share what they and their students have done and learned and 2) to offer other instructors and students an accessible publication to read to obtain a sense of, and learn from, some of the scholarly teaching and SoTL projects conducted by their colleagues on our campus. Gauisus means glad, gladly, or joyful in Latin, as in the Illinois State University motto/logo, “Gladly we learn and teach.” Reviewers are volunteers from ISU, and sometimes beyond, who must apply and are selected based on their experience with SoTL and reviewing scholarly work.

Volume 3, 2015 contains the following SoTL representations. (

Cross-Curricular Learning in Communication Sciences and Disorders: Leaving the Silos Behind

Jennifer Friberg • Department of Communication Sciences and Disorders

Heidi Harbers • Department of Communication Sciences and Disorders

This project describes student perceptions of learning following the completion of a cross-curricular end-of-semester project in communication sciences and disorders. Results indicated that students increased knowledge in several key areas, particularly in the integration of material from two separate graduate courses.

Unwilling or Unable? Measuring Anti-Asian Implicit Biases of Pre-Service Teachers in Order to Impact Teacher Effectiveness

Nicholas D. Hartlep • Educational Administration and Foundations

This exploratory scholarship of teaching and learning (SoTL) study analyzes undergraduate students’ performances on an Implicit Association Test (IAT). The purpose of this exploratory SoTL study was to measure the levels of implicit bias that two groups of pre-service teachers held toward Asian Americans. Two sections of students in a Social Foundations of Education course took an Asian IAT at the beginning and ending of a 6-week summer session. This research examined what students attributed their IAT results to. Family, friends, and upbringing (environmental and external) were salient attributions across both sections of the Social Foundations of Education course as determined by pre- and post-IAT writing assignments. Students’ justifications did not change during the 6-week course, which may show that students believe their biases are what they are, suggesting they don’t feel bad that they may harbor anti-Asian biases.

How Volunteer Service Projects Enhance Learning and Classroom Community: A Longitudinal Study

Phyllis McCluskey-Titus • Educational Administration and Foundations

Wendy Troxel • Educational Administration and Foundations

Jodi Hallsten Lyczak • School of Communication

Erin Thomas • Student Affairs

Brandon Hensley • Educational Administration and Foundations

This article shares the results of a longitudinal study conducted to assess student learning up to six years following participation in a volunteer service project with undergraduate and graduate students enrolled in a first-year seminar class and a first-year master’s degree course about college students. Data was collected using an open-ended survey and analyzed for relevant themes. Results are presented with implications for teaching and learning using collaborative volunteer service as a methodology.

Developing The Impact of Relevance and Teacher Immediacy on Cognitive and Affective Learning

John F. Hooker • School of Communication

This study was an experimental investigation into the impact of lecture topic relevancy and teacher immediacy on students’ cognitive and affective learning. Students at Illinois State University (ISU) were recruited from multiple sections of Communication 110, a course required of all first-year students. Therefore, a variety of majors were included. The results revealed that students learned more with a highly relevant lecture topic. Students also learned more with a highly immediate instructor. There was no interaction between immediacy and relevance, contradicting previous research that suggested an overlap between the two. Pedagogical implications of the findings are discussed.

Instructional Podcasts to Support Thesis Writing: Student and Committee Member Perceptions

Julie Raeder Schumacher • Department of Family and Consumer Sciences

Podcasts support autonomous learning; however, literature is limited on using podcasts to educate students on technical processes separate from course content, such as writing a thesis manuscript. The purpose of this study was to explore the effectiveness of instructional podcasts on thesis writing for Master’s students in our department. The study revealed that students’ writing preparation and confidence was significantly increased after listening to a series of instructional podcasts. Responses from committee members showed positive trends in students’ writing. This study demonstrated podcasts provide one possible means of communicating departmental expectations of the thesis writing process.

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Publishing SoTL Work: Directions for the Future and Tips for the Present

Written by: Jennifer Friberg, SoTL Scholar-Mentor at ISU

While I was at ISSOTL, I attended a panel discussion on the evolution SoTL research publishing. Editors in attendance represented the following journals:

  • Canadian Journal of Scholarship of Teaching and Learning
  • Journal of Excellence in College Teaching
  • Journal of the Scholarship of Teaching and Learning
  • Journal of Teaching and Learning with Technology
  • College Teaching
  • Teaching and Learning Inquiry

Panelists discussed the changing face of publishing for each of their journals. Most have segued to an open access format successfully; several indicated a strong preference for inter-disciplinary SoTL work to be submitted for review. Looking towards the future, editors recognized a need to increase the involvement of researchers from around the globe through recruitment of SoTL work from other countries, publishing in languages other than English, and increased collaborations with international SoTL colleagues.

All panelists agreed that they have maintained a strong emphasis on providing thorough, but constructive reviews of all submitted manuscripts, indicating a distinct preference for reviewers to treat submitting authors professionally and supportively. Attendees asked questions related to how researchers could maximize their success in having work accepted by these journals for publication. Editor responses centered on a few main themes which can be best summarized as follows:

  1. Think of ways your SoTL work can appeal to a broad readership. While your research might be in one discipline, there are ways to write your manuscript to be inclusive and applicable to other fields of study. Broad disciplinary appeal adds to publishability.
  2. Carefully consider the evidence you present in your study in data-based SoTL work. While data can be quantitative , qualitative or a mix of the two, data should clearly provide evidence for readers to consider which provides novel insights into teaching and/or learning.
  3. Share your work with peers prior to submitting to a journal for consideration. Provide them with the mission and specific criteria for publication for the journal you plan to target for publication. Request feedback and consider making improvements to maximize the flow, content, and style based on feedback you receive.

In 2011, Patricia Rogers published the following recommendations for authors titled: What Makes a Great Article for IJ-SoTL. Those seeking to publish their SoTL research might find this article helpful, as well!