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Teaching & Learning Inquiry (TLI)

Mission  |  Editorial Team  |  Editorial Board
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  Submit to TLI   |  Statement of Rigor

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Mission

Teaching & Learning Inquiry (TLI) publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. TLI values quality and variety in its vision of the scholarship of teaching and learning. Its pages will showcase the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages.

 

Access Teaching & Learning Inquiry

Access all issues of Teaching & Learning Inquiry at TLIjournal.com.  ISSOTL membership supports Teaching & Learning Inquiry as an Open Access journal dedicated to making significant scholarly work on teaching and learning broadly and freely available to educators and students around the world.  The Open Access model of publishing reflects the values of sharing, peer collaboration and review, and inclusivity that shape the work of the International Society for the Scholarship of Teaching and Learning. Read more about the move to Open Access in this update from the ISSOTL Publications Advisory Committee.

Contact TLI's editorial office.

 

Follow Teaching & Learning Inquiry 

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Submit to TLI

Submit your entire manuscript, including images, figures, and tables, in a single Word document (not a PDF, please) in our online submission and tracking system.  First-time users of our new system will need to register first. If you have trouble submitting or have questions, please email TLIj@ucalgary.ca .  

Contact TLI's editorial office.

 

Statement of Rigor

TLI promotes rigor while also recognizing a range of ways of achieving it.  TLI defines rigor as the quality and precision of design, analysis, findings, and writing. Embedded in its conception of quality is relevance, or the usefulness and potential for broad impact, considering the multidisciplinary and multinational contexts of the journal’s readership.

In its pursuit of rigor, TLI is accountable to its international Editorial Board and the International Society for the Scholarship of Teaching and Learning.  The co-editors of TLI are in regular communication with these two bodies to ensure the journal’s high standards, its international representation, and its adherence to the values and principles of the Society. 

Excluding invited pieces and special issues, TLI has an acceptance rate of 30% among blindly submitted manuscripts.

Readers interested in TLI's reach can see the h-index of its articles by visiting this page. (To see where each article is cited, click the number.) While the h-index gives some indication of impact (and is a less troublesome indicator than impact factor), TLI is a relatively new journal, making comparisons to more established publications premature. 

 

Editorial Board

TLI’s Editorial Board represents all world regions active in ISSOTL (US, Canada, Asia-Pacific, Europe), the whole career spectrum (students to retirees, and all in between), a breadth of disciplines and professions, and a variety of institutional types.  

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