Scholarship of Teaching and Learning Journals

(American Association of University Professors) Open access. Also available via the LCC Library's databases. More of a professional trade publication/magazine than an academic journal; covers current issues and events relating to all aspects of university teaching.

(Sage) Not available for free online and not available in LCC Library databases. Scope is wider than title suggests; includes all aspects of teaching and learning, with particular focus on innovative teaching practices and educational technology integration.

(Sage) Not available for free online and not available in LCC Library databases. Very wide scope (all levels of education, multiple areas); balance of work
seems to be in K-12 area, though some does address higher ed.; each issue has sections on “social & institutional analysis” and “teaching, learning & human development.”

(Sage) Not available for free online and not available in LCC Library databases. Content tends to focus on very specific and/or narrow topics in liberal arts
education; but also includes practice-oriented content focusing on innovations in teaching and learning approaches & techniques in this context.

(Taylor & Francis) Available in LCC Library databases. Limited to assessment questions in a higher ed. context, but this focus is construed broadly (e.g. assessment of student learning, faculty performance, curriculum efficacy); includes analytical research, reflective pieces, and practice-oriented content aimed at translating theory; articles can be both narrowly targeted in terms of discipline/context or more generally applicable.

(Wiley) Available in LCC Library databases. Focuses on disseminating latest innovations in assessment in higher ed. contexts; content primarily considers student assessment, but also addresses assessment of faculty/instructors and program/curricula; articles are shorter and more practice-oriented than a conventional academic journal.

(Society for Teaching & Learning in Higher Education) Open access; covers all areas of SoTL; some content on social context of higher ed.; highly interdisciplinary; each issue is themed, with editor’s introduction; publishes review and reflective essays and research notes alongside conventional articles.

(Simon Fraser U., Canadian Society for the Study of Higher Education) Open access; primarily focuses on social context and policy issues in
higher ed. rather than practical teaching and learning considerations; some practice-based content specific to particular disciplines.

(Taylor & Francis) Available via LCC Library databases. Venue for shorter, primarily practice-oriented or reflective/opinion pieces on a wide variety of higher ed. issues; emphasizes diversity of voices (e.g. students, faculty, administrators); magazine-style enhances topicality and current relevance.

(Society for Teaching and Learning in Higher Education, U. of Windsor) Open access. Publishes essays based on papers presented at the annual Society for Teaching & Learning in Higher Education conference; good balance between analytical and practice-based research; articles are organized by topic relating to the overall conference theme.

(Taylor & Francis) Available via LCC Library databases. Practice-oriented focus on techniques and innovation in undergraduate-level teaching; wide substantive and disciplinary scope; notable feature is “Quick Fix” articles (~500 words) that give tips for managing common in-class issues.

(Seneca College) Open access. Focuses on broad scope of issues related specifically to community college education; includes practical teaching & learning focused work alongside more formal research, as well as work on governance and social context issues (content equally balanced across all of these).

(Taylor & Francis) Not available for free online and not available in LCC Library databases. Emphasis on teaching and learning, administrative, and social context issues in the community college sector – though content is often applicable tomhigher ed. more broadly; wide scope ranging across various disciplines and methodologies; notable feature is shorter “exchange” pieces aimed at stimulating conversations in key areas.

(Worcester State U) Open access. Interdisciplinary and aimed at non-specialists (e.g. less for SoTL/education scholars than practicing post-secondary faculty more generally); includes shorter teaching reports on innovative classroom practice, longer reflective or research essays on a very wide range of topics, editorials, and book reviews.

(CMA Publications) Available via LCC Library databases. focuses on analysis and commentary on key issues in higher education, particularly as related to teaching and learning among a diverse student body; focus is primarily American, though topics covered are quite wide.

(Sage) Not available for free online and not available in LCC Library databases. Nominally focuses on issues of education policymaking/analysis rather than teaching practice/innovation; US-centric focus. Some higher ed content, but most appears to be K-12.

(Sage) Not available for free online and not available in LCC Library databases. Content is primarily either feature articles or review essays. Almost entirely K-12 focus, though issues addressed are wide in scope often with broader sociological implications relevant to a higher ed. context.

(Association for Supervision and Curriculum Development) Available via LCC Library databases. Magazine-style flagship publication of ASCD; shorter, non-peer reviewed content focusing on the practice of institutional teaching broadly conceived (e.g. K-12, post-secondary, vocational); particular emphasis on pedagogical innovation.

(Taylor & Francis) Not available for free online and not available in LCC Library databases. Aims to establish dialogues between research and practice across all educational settings (K-12, higher ed., vocational, professional), with a focus on “action research” aimed at responding to specific problems; includes theoretical, analytical, and practice-oriented studies.

(Taylor & Francis) Not available for free online and not available in LCC Library databases. Broad substantive and methodological scope addressing all aspects of higher ed. (e.g. teaching and learning, administration, social context); recent work tends toward the latter two, with less focus on practice-based content.

(Boston U.) Open access. Notable for focus on interdisciplinary higher ed. teaching and inclusion of “creative non-fiction” essays; primary emphasis on liberal arts education and critical pedagogies; each issue is themed, with editorial introduction.

(National Institute for Staff and Organizational Development, U. of Texas) Repository of short articles by higher ed. teachers detailing ongoing experiences with innovative teaching and learning techniques and practices; updated weekly, content is primarily descriptive and practice-oriented. Available by subscription only through NISOD.

(Taylor & Francis) Available via LCC Library databases. Emphasis on educational development in higher ed.; content is primarily practice-oriented, focusing on issues like innovative teaching techniques, with occasional review articles synthesizing literatures in key areas or reviewing new books.

(Springer) Available via LCC Library databases. Emphasis on descriptions and evaluations of new teaching and learning ideas in higher ed.; prioritizes accessibility and interdisciplinary dialogue; content is primarily practice-oriented, though also addresses social context and administrative issues.

(Park University) Open access. Published once annually; broadly interdisciplinary focus on higher ed. teaching & learning; includes articles, reviews, and practice-oriented work on classroom innovations; recent issues include significant focus on educational technology-related issues.

(Springer) Not available for free online and not available in LCC Library databases. Focuses on empirical and analytical research rather than practice-oriented work; all levels of education covered relatively equally (K-12, post-secondary, adult education).

(Informing Science Institute) Open access. Focuses on integrating digital literacy into teaching and learning across educational levels and contexts; emphasis on theoretical and practical pedagogy, as well as instructional design issues related to this theme.

(Purdue U.) Open access. Focus is PBL, not limited to any discipline or education level/context; content appears well balanced between K-12, post-secondary and professional levels.

(Southern U. and A&M) Open access. Appears to have ceased publication in 2014. Wide scope emphasizing interdisciplinary accessibility and translatability; substantive focus on both practice-oriented research and analyses of social context of higher ed.; each issue is themed with introduction from editor.

(Taylor & Francis) Not available for free online and not available in LCC Library databases. Focus on educational development in higher ed.; global in scope (i.e. contributions address universally applicable/relevant issues, span multiple countries, etc.).

(Open Journal Systems/Public Knowledge Project) Open access. Published monthly. very wide scope, covering all levels and contexts of education; interdisciplinary and methodologically diverse; includes practice-oriented, theoretical, and empirical/analytical research; particular emphasis on innovations in topical areas (e.g. international education, e-learning).

(U. of Illinois, International Association of Educators) Open access. Wide substantive and geographical scope, with particular emphasis on issues of globalized/multicultural education, critical pedagogies, and theory translation. All levels of education are addressed.

(Georgia Southern U.) Open access. Includes practice-oriented, empirical, and theoretical research; focus is primarily on higher ed., but also includes some K-12 content; most popular articles are introductions to key themes in post-secondary teaching and learning.

(International Society for Exploring Teaching and Learning, U. of Georgia, Virginia Tech.) Open access. focuses on innovations in post-secondary pedagogy; wide substantive scope, from general interest to specific disciplinary articles; notably strong coverage of timely topics (e.g. educational technology integration, teaching cultural competencies).

(Taylor & Francis) Not available for free online and not available in LCC Library databases. Broad scope covering both themes (student instruction and faculty development at the university level); each issue is split into sections for these topics; focuses particularly on practice-oriented case studies and analyses of teaching techniques, and integration of theoretical innovations into university teaching.

(Penn State Press) Not available for free online and not available in LCC Library databases. Focuses on explorations of mechanisms for, and innovations in, the assessment of student learning in higher ed. contexts; content considers individual students, single courses, programs, institutions, and cross-institutional analyses; articles are primarily descriptive or evaluative, rather than analytical.

(Miami U.) Open access. focuses on key issues relating to the operations, activities, and potential contributions of teaching and learning centers in a higher ed. context; content is primarily descriptive, reflective, or practice-oriented.

(University of Houston) Not available for free online and not available via LCC Library databases. Ceased publication in 2023. Focuses on issues of student-teacher interaction, broadly conceived; covers K-12 as well as higher ed. (though a heavier on the former).

(National Science Teaching Association) Available via LCC Library databases. Focuses on teaching science at the post-secondary level; content includes practice-oriented work on teaching techniques and strategies, as well as more reflective work on the state of science education (e.g. teaching climate literacy).

(Clute Institute) Open access. Appears to have ceased publication in 2020. substantively and methodologically diverse, covering many aspects of teaching and learning in a higher ed. context; includes practice-oriented, descriptive, and analytical research, with both highly targeted and more general subjects; journal issues are somewhat inconsistent in terms of size and content.

(Taylor & Francis) Available via LCC Library databases. Wide substantive, methodological, and geographical scope; covers all aspects of curriculum design and implementation across educational contexts; particular emphasis on the social and institutional influences on curricula; content is primarily analytical rather than practice-oriented.

(UNC Wilmington) Open access. Scope is wide, and includes both practice-oriented work alongside more conventional analytical research.

(Miami University, Ohio) Not available for free online and not available via LCC Library databases. Broad-based SoTL journal, focusing on a wide range of issues in higher ed.; particularly useful for content addressing current “hot topics” in teaching and learning; content includes both practice-based and more traditional research.

(Taylor & Francis) Available via LCC Library databases. Focuses on research conducted in educational contexts using rigorous experimental methodologies; particular emphasis on quantitative studies (e.g. statistical analyses, measurement, etc.); addresses all educational contexts (K-12, post-secondary, professional, vocational).

(U. of South Carolina) Not available for free online and not available via LCC Library databases. Specific focus on the experience of students entering new higher education contexts (e.g. entering year 1, transferring, entering graduate school); addresses academic and social issues related to this theme; publishes primarily empirically descriptive or practice-related research.

(Taylor & Francis) Not available for free online and not available via the LCC Library's databases. Addresses all aspects of higher ed. including teaching and learning, administration, teacher/staff training, etc.; emphasis on interdisciplinary dialogue and accessibility; good coverage of currently topical areas (e.g. ed. tech. integration) and of both high level and discipline-specific issues.

(Penn State U.) Not available for free online. Some back issues (2003-2012) available via LCC Library databases. Specific focus on generalist-oriented teaching & learning and multidisciplinary curricula in higher ed.; includes practice-oriented work on teaching methods and assessment, empirical research, and notably, profiles of successful general education programs & curricula.

(Ohio State U., Taylor & Francis as of 2017) Available via LCC Library databases. Long-running, conventional research-style journal; focuses less on practice-oriented teaching and learning issues than on university administration questions and broader issues around higher ed. in society; content is quite American-centric.

(Clute Institute) Open access. Broad scope, with focus on studies of educational practice and/or policy across the globe; includes all education contexts and levels; substantively and methodologically diverse with a balance between theoretical, practice-oriented, and more formal analytical research contributions.

(U. of Louisiana Monroe) Open access, and available via LCC Library databases. Concerned broadly with the experience of international students in higher education; primarily focuses on policy, administrative, and sociological aspects of this topic, but also includes more practice-oriented content; deliberately interdisciplinary; includes conventional analytical research articles, shorter reflective pieces, and book reviews.

(Taylor & Francis, International Society of the Learning Sciences) Not available for free online; and not available via LCC Library databases. Approaches teaching & learning as “theoretical and design sciences”; published work is more formal and "scientific” in orientation, emphasizing how learning takes place. Very wide scope (e.g. includes K-12, post-secondary, professional, vocational, as well as wider public education such as museums).

(UNC Greensboro) Open access. focuses on the interaction of spatial questions (e.g. classroom design) with pedagogy and assessment in higher ed.; content addresses both physical and online ‘spaces’; includes more conventional research articles, alongside shorter, practice-oriented case studies and reflective position pieces.

(U. of Bedfordshire) Open access. Ceased in 2018. Broad focus on all aspects of teaching and learning, with particular emphasis on assessment; covers all levels of education (K-12, higher ed., professional/vocational); large book review section in each issue.

(Sage) Not available for free on the web and not available via LCC Library databases. Focuses on issues of trans-border education, global awareness, and diversity in all educational contexts; includes case studies from a variety of countries and broader global analyses; content is primarily theoretical and formal research, rather than practice-oriented; each issue contains multiple book reviews.

(Indiana U.) Open access. access; includes data-driven empirical research, applied case studies of teaching contexts/techniques, and reviews of key literatures. Content is also oriented toward timely topics (e.g. accessibility, ed. tech innovations).

(Sage) Not available for free on the web and not available via LCC Library databases. Focuses on practices, processes, and policy involved in “internationalization” of higher ed.; less focus on teaching practice, more on theoretical and practical aspects of internationalizing university curriculum and campuses (including social context and policy issues).

(U. of Windsor) Open access. Wide substantive and methodological scope, including research and practice-focused articles, book reviews and reports on innovative teaching and learning initiatives; some social context content, but is primarily practical in focus.

(Central Oklahoma U.) Open access. focuses on “transformative” learning from applied or theoretical perspective across all educational contexts; emphasis on innovative teaching and learning experiences (e.g. service learning, community leadership) and the inclusion of student voices; also features shorter articles describing teaching strategies.

(U. of Wollongong) Open access. practice-oriented and interdisciplinary scope; aims to provide a bridge between formal educational research and practical teaching techniques; good cross-disciplinary coverage and balance between reflective pieces and assessments of innovative practices.

(Elsevier Education) Not available for free online.1996-2000 issues available via LCC Library databases. Wide contextual scope (K-12 through all levels of higher ed.), but narrower focus on “individual difference” among learners (though this idea itself is broadly conceived); generally informed by an educational psychology perspective; content has global reach (i.e. includes studies beyond US & EU).

(Elsevier Science) Not available for free online and not available via LCC Library databases. Emphasizes more “scientific” research across diverse educational contexts (K-12, post-secondary, professional); includes a variety of methodological perspectives; wide substantive scope, including work on educational technology and educational psychology.

(Berghahn) Available via LCC Library databases. Nominally focuses on the social sciences, but also addresses a variety of broader higher ed. issues relating to institutional and state policy, curriculum innovations, universities and the “knowledge economy”, etc.; frequent special issues of both narrow disciplinary and wide general scope; most issues contain research articles and more practice-oriented reports, as well as book reviews.

(American Association of Colleges and Universities) Available via LCC Library databases. Magazine-style periodical focusing on post-secondary liberal arts education, broadly conceived; includes teaching practice-oriented work alongside theoretical contributions and examinations of administrative and management questions; each issue is themed.

(Wiley) Some articles are open access. Not available via LCC Library databases. Outlet for psychology and neuroscience research relevant to education and pedagogy; aims to translate scientific findings into wide variety of teaching contexts (K-12, post-secondary, professional); articles are generally more technical than most SOTL work.

(Wiley) Not available for free online and not available via LCC Library databases. Outlet for relatively short interventions on a wide variety of teaching and learning issues in higher ed.; emphasis is on timeliness and topicality of contributions, and on fostering ongoing discourse among practitioners; also includes specific sections for educational technology, educational development, and research.

(Wiley) Not available for free online and not available via LCC Library databases. Wide substantive scope, encompassing innovative post-secondary teaching techniques, empirical research, the sociology/social context of higher education, and theory/practice translation. Often publishes themed special issues on key topics.

(U. of South Florida, National Numeracy Network) Open access. Focuses on teaching quantitative/statistical literacy in higher education; content is largely practice-oriented, though it also includes empirical studies and book reviews.

(Independently published) Open access. Substantively broad, focusing on innovative pedagogical theories and practices across all levels of education (K-12, higher ed., professional, vocational); notable for its global scope (i.e. includes case studies from multiple countries and regions); also includes a variety of article types, (e.g. analytical research, practice-oriented studies, literature reviews).

(Taylor & Francis) Not available for free online and not available via LCC Library databases. Very wide scope in terms of disciplines and levels of education, including non-institutional educational contexts (e.g. vocational training); while it does include some higher ed. content, much recent work appears to focus on K-12, and particularly on the sociological dimensions of education.

(Taylor & Francis) Not available for free online and not available via LCC Library databases. Focuses on fostering “pedagogy debate”, which it defines as critical engagement with emerging pedagogical issues and their relationship to broader socio-cultural trends; covers all educational contexts and levels; emphasizes the use of “critical” lenses (e.g. gender, race, class).

(Association of American Colleges & Universities) Open access. Ceased publication in 2019. The general focus was on enhancing “liberal” education, broadly conceived; each issue is themed, and cover a wide array of areas (e.g. social context, administration, teaching practice).

(U. of Glasgow) Open access. Appears to have ceased publication in 2021. the primary focus is on the practice of post-secondary teaching (e.g. instructional techniques & innovations) with some work on social context and related issues; occasional special issues are produced on related sub-themes.

(independently published) Open access. Ceased publication in 2008. focuses on the analysis of teaching and learning through critical lenses (e.g. gender, race, class); tilts toward theoretically driven work on the institutional, political, and sociological dimensions of teaching and learning, though it also contains more practice-oriented contributions and a unique “thinking pedagogically” section.

(Springer) Not available for free online and not available via the LCC Library's databases. Substantively covers a wide scope of issues higher ed.; methodologically focused on quantitative research; overall, it is less a SoTL journal than an outlet for looking at sociological and contextual issues in education (i.e. contains little, if any, practice-oriented work.

(Sage and the American Educational Research Association) Not available for free online and not available via the LCC Library's databases. Publishes review articles focusing on meta-analyses and synthesizing the state of literatures in various areas of educational research; approximately evenly balanced between higher ed. and K-12 content.

(Johns Hopkins Press, Association for the Study of Higher Education) Not available for free online and not available via the LCC Library's databases. Substantively and methodologically diverse; focuses primarily on sociological and contextual aspects of higher ed., rather than practice-oriented work; includes an extensive book review section in every issue.

(APA) Not available for free online and not available via the LCC Library's databases. Title is somewhat misleading, since it is an outlet for publishing and translating psychology research relevant to teaching (i.e. not limited to the teaching of psychology); scope covers all institutional education contexts (e.g. K-12, higher ed.); journal is unique in how it seeks to merge practice-based insights with psychology research.

(Taylor & Francis) Available via LCC Library databases. Focuses primarily, though not exclusively, on the academic study of higher ed. (e.g. policy, administrative, social context issues) rather than on practice-oriented teaching and learning work; requently publishes special issues on timely topics; content is methodologically and substantively quite diverse.

(Sage) Not available for free online and not available via LCC Library databases. Long-running journal addressing a wide scope of issues in education at all levels; higher ed. content primarily (though not exclusively) focuses on social context and policy, rather than teaching strategies; each issue includes an extensive book review section.

(International Society for the Scholarship of Teaching and Learning) Open access. Flagship journal for ISSOTL; very wide scope, including theoretical work, practice-oriented articles, formal research, and critical commentary; emphasis on interdisciplinarity and methodological pluralism.

(independent group blog) Blog accessible via website. Appears to have ceased publication in 2022. Curated blog for educators in university and college settings; posts include commentary and updates on key issues in the field, reading lists of key teaching and learning texts, teaching recommendations and tips; overall focus is on providing access to practical materials for teachers in higher ed.

(Taylor & Francis) Available via LCC Library databases. Methodologically and substantively diverse, focuses more on the study of teaching in higher ed. (i.e. sociological and psychological contexts) as well as knowledge translation, rather than the process/praxis of teaching.

(Magna) Available through subscription via the website. Non-refereed, newsletter-type publication (i.e. published monthly, shorter articles); focuses primarily on practical teaching strategies and techniques for higher ed. rather than more formal research.

(Elsevier) Not available for free and not available via LCC Library databases. Focuses specifically on pedagogy relating to the teaching of critical thinking and creativity; covers all educational levels and contexts, and includes analytical research, practice-oriented reports, literature and book reviews, and theoretical contributions.

(Penn State U. Press) Not available for free online and not available via LCC Library databases. Focuses on interdisciplinary examinations of the intersection of pedagogy with issues of identity, power, and social justice; broad methodological and substantive scope, covering all levels of education and including analytical, descriptive, and practice-oriented research; emphasizes transdisciplinary accessibility and translatability.

(Kwantlen Polytechnic U.) Open access. Focuses on the practice of teaching and learning in higher ed.; deliberately interdisciplinary in scope and coverage, with each issue having a specific theme; includes a diversity of article types, such as reflective essays, literature reviews, and editorials.