Editorial Policies

Focus and Scope

Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) aims to address contemporary issues bridging teaching and learning in higher education, philosophical approaches to teaching, current research, and praxis. The journal publishes empirical research, case studies, essays, critiques, and articles of a theoretical/conceptual nature that contribute to deeper understanding of the issues, problems, and research relevant to the community of reflective teacher-scholars. 

  • Empirical research—data-driven formal research projects with appropriate analysis, formal hypotheses and their testing, etc. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy. 
  • Case studies--a case study focuses on an intense analysis of a specific teaching situation or problem that led to a solution. Case studies should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations. 
  • Reflective essays: essays that challenge current practice, encourage experimentation, or draw novel conclusions.   
  • Critiques: a systematic and detailed assessment of a published empirical study, case study, or reflective essay. A critical evaluation should deconstruct the work, identify both strengths and weaknesses, and evaluate it in light of its purpose. 
  • Literature reviews: a meta-analysis of the literature that illuminates new relationships and understanding of contemporary issues bridging teaching and learning in higher education. 
  • Quick Hits: a Quick Hit is a brief contribution describing innovative teaching practices or an innovative use of a teaching or learning tool that has already been successfully implemented (1500 words or less). Each contribution should communicate enough literature to be credible. It should describe the practice or use of the tool as a step-by-step process and include sufficient detail to allow another educator to use the Quick Hit in his or her own course. 


ISSN 1527-9316

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Invited Articles

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Book Reviews

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Case Studies

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Reflective Essay

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Critiques

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Literature Review

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

JoSoTL accepts submissions from anyone interested in the Scholarship of Teaching and Learning. The review of these submissions follows a double blind process where the authors do not know the identity of the reviewers and vice versa.

Authors are encouraged to submit work in one of the following categories:

  • Empirical research
  • Reflective essays that challenge current practice, encourage experimentation, or draw novel conclusions.
  • Critiques: a systematic and detailed assessment of a published empirical study, case study, or reflective essay.
  • Literature reviews: a meta-analysis of the literature that illuminates new relationships and understanding of contemporary issues bridging teaching and learning in higher education. 
  • Case studies illustrating SoTL and its applications
  • Quick Hits that make a brief contribution describing innovative teaching practices or an innovative use of a teaching or learning tool 

The six criteria put forward by Glassick, Huber, and Maeroff (1997) are important in defining the scholarship associated with teaching and learning. However, for the purposes of review, we have created a Reviewer's Guide listing the criteria used in the evaluation of the different types of articles submitted to JoSoTL. The reviewing process focuses on purpose, background, methodology, findings, conclusion, presentation and substance. Criteria specific to each type of submission are described in the Guide.

 

Publication Frequency

Beginning in 2015, the Journal of the Scholarship of Teaching and Learning will be published six times per year.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...

CLOCKSS system has permission to ingest, preserve, and serve this Archival Unit.

 

Editorial Advisory Board

The Editorial Advisory Board serves in an official capacity to advise the Editorial team regarding the journal's strategy, including operations and substantive focus. The Editorial Advisory Board is comprised of the following:

  • Don Coffin, Emeritus Professor of Economics, Indiana University Northwest
  • Beth Kern, Associate Professor of Accounting, Indiana University South Bend
  • Joan E. Lafuze, Professor of Biology, Indiana University East
  • David J. Malik, Executive Vice Chancellor of Academic Affairs, Indiana University Northwest
  • Robin K. Morgan, Professor of Psychology, Indiana University Southeast
  • Michael Morrone, Editor in Chief, Senior Lecturer, Indiana University Bloomington
  • Julie Saam, Associate Professor of Science Education, Indiana University Kokomo

 

Founding Editors

The Founding Editors are comprised of the following:

  • Randy Isaacson, Professor Emeritus of Educational Psychology, Indiana University South Bend
  • Don Coffin, Retired Professor of Economics, Indiana University Northwest
  • Gary Kern, Associate Professor of Decision Sciences, Indiana University South Bend
  • Joan E. Lafuze, Professor of Biology, Indiana University East
  • David J. Malik, Executive Vice Chancellor of Academic Affairs, Indiana University Northwest
  • Eugenia Fernandez, Associate Professor of Computer and Information Technology, Indiana University Purdue University Indianapolis
  • Julie Saam, Associate Professor of Science Education, Indiana University Kokomo
  • Ellen A. Sigler, Professor of Educational Leadership and Foundations, Western Carolina University
  • Gwynn Mettatal, Professor of Educational Psychology, Indiana University South Bend

 

Policy on Authorship

If the Submission has multiple authors, the submitting Author warrants that he or she has the authority to act on behalf of all other authors and hereby agrees to the following: i. The submitting Author is solely responsible for determining authorship and the appropriate order in which co-authors’ names appear in articles that are submitted to the journal for publication. ii. The journal shall accept no responsibility for disputes over authorship, which should be addressed by the sponsoring institution of the submitting author or lead author, as appropriate, based on the policies established by that author’s sponsoring institution. iii. If the journal publishes a manuscript and is later informed in writing by the submitting author that there is an error regarding authorship, it will publish corrections or retractions only at the written request of the submitting author. iv. The journal shall have no obligation to remove, or attempt to remove, any electronic versions of a work it has published from any electronic repository or other site over which it does not exercise control.

 

Indemnification

Author will defend, indemnify, and hold harmless IU, and IU’s officers, trustees, employees, agents, successors, and assigns, from and against all losses, liabilities, and costs including, without limitation, reasonable attorneys’ fees, expenses, penalties, judgments, claims and demands of every kind and character that IU or its officers, trustees, employees, agents, successors, or assigns may incur, suffer, or be required to pay arising out of, based upon, or by reason of: (a) the breach by Author of any of the representations or warranties made by Author under this Agreement; (b) Author’s use of the Submission prior to the date of this agreement; or (c) Author’s failure to perform his or her obligations under this agreement.

 

Editorial Reviewer Board

Members of the Editorial Reviewer Board hail from diverse disciplines, geographic regions, and institutions. The Editorial Reviewer Board is comprised of the journals most-dedicated reviewers and is committed to the vital service of assuring timely review of manuscripts. The reviewer board, with the ongoing service of all JoSoTL reviewers, facilitates the journal's review process.

Members of the Editorial Reviewer Board include:

  • Anderson, Deborah - Midwestern University
  • Azman, Adam - Butler University
  • Bippus, Sharon - Lone Star College
  • Caulfield, Jay - Marquette University
  • Cooksey, Ange - Indiana University East
  • Daily, Shaundra - University of Florida
  • Dececchi, Bernadette 
  • Dimuzio, Gianluca - Indiana University Northwest
  • Duchovic, Ron - Indiana University-Purdue University-Fort Wayne
  • Faaleava, Toeutu - Portland State University
  • Ficht, Linda - Bloomsburg University
  • Fields, Christina Annamarie Wright - Indiana University
  • Getz, Deb - Indiana University
  • Gillan, Amy - St. Mary's College
  • Grant, Jennifer - University of Wisconsin-Stout
  • He, Yan - IU Kokomo
  • Henquinet, Keri - Michigan Tech
  • Hook, Sara Anne - IUPUI
  • Hostetter, Carol - Indiana University
  • Howard, Jay - Butler University
  • Hussain, Athar 
  • Jones, Scott - IU Kokomo
  • Kaulbach, Melissa - Ultimate Medical Academy
  • Kilibarda, Vesna - Indiana University Northwest
  • Lambert, Alysa - Indiana University Southeast
  • Larson, Diane - Indiana University Northwest
  • Less, N. Douglass - IUPUI
  • Mazer, Joseph - Clemson University
  • McMillen, Corey - Seattle Children's Hospital
  • Mettetal, Gwendolyn - Indiana University South Bend
  • Metz, Katie 
  • Mitchell, Nate - Spalding University
  • Moores, Whitney - Kutztown University of Pennsylvania
  • Morgan, David - Spalding University
  • Morgan, Sarah - University of Wisconsin-Milwaukee
  • Murray, Mary - Bowling Green State University
  • Niemela, April 
  • Novak, Katherine - Butler University
  • O'Dell, Cynthia - Indiana University Northwest
  • Park, Ju Won - Indiana University Northwest
  • Passmore, Denise - University of South Florida
  • Powers, Gerald - IUPUI
  • Schansberg, Eric - Indiana University Southeast
  • Scharff, Lauren - Indiana University Northwest
  • Schnirring, Marsha - Occidental College
  • Shalabi, Neivin 
  • Smith, Adam - Indiana University Kokomo
  • Solic, Angela - Indiana University Northwest
  • Strand, Krys - Concordia University
  • Tarr, Terri - IUPUI
  • Willingham-McClain, Laural 
  • Wills, Katherine - IUPUC
  • Wright, Courtney - University of Tennessee