About the Journal


Teaching and Learning Inquiry publishes scholarly works on the scholarship of teaching and learning (SoTL) in higher education. This includes original research, theory, or commentary and may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, works about the state of the field, or innovative genres. See Submission Types below for more information.

TLI values quality and variety in its vision of the scholarship of teaching and learning. The journal showcases the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship across career stages. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching and learning in higher education.

There are no charges to authors for article processing (APC's) or for submission.


Teaching & Learning Inquiry is the flagship publication of the International Society for the Scholarship of Teaching and Learning (ISSOTL). It represents one of the world’s largest and most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of leading thinkers and those pursuing SoTL at every level of higher education. 

In the past decade, TLI has earned a strong reputation for scholarly excellence; for valuing diverse approaches to understanding teaching, learning, and SoTL; and for encouraging creative as well as conventional ways to share that understanding. Our editorial board consists of widely published SoTL researchers and practitioners from eight countries and submissions receive prompt and thoughtful peer reviews from board members and other international experts. Publishing in TLI, then, is an effective way to reach a broad, influential, and international audience and to receive high-quality feedback on your SoTL-work as part of the process.

TLI is a relatively new journal, but its expanding influence is illustrated by h-index and i10-index, available on TLI's Google Scholar page.


Articles: This intentionally broad category encompasses conventional writing products of many disciplines. Examples include essays or reports that share completed SoTL projects, theoretical or scholarly essays, systematic reflections, syntheses of literature, or reports on the field. Articles are typically between 3,000 and 8,000 words, including references but not supplemental materials. Articles undergo double-blind peer review.

Innovation: Innovative genres or products in audio, video, visual forms, or alternative text formats, such as poetry. TLI also encourages authors to take advantage of its open and online platform. Innovations are typically between 1,000 and 8,000 words (as appropriate to the chosen genre or form), including references but not supplemental materials. Innovations undergo double-blind peer review.

Dialogue: Submissions envisioned as part of a dialogue or thoughtful responses to articles in previous issues of TLI. Dialogues are typically between 1,500 and 5,000 words, including references but not supplemental materials. Dialogues undergo double-blind peer review.

Teaching & Learning Inquiry Reviews: Thoughtful and lively reviews of conferences, books, external articles, and other resources relevant to readers of TLITLI Reviews help readers learn about SoTL as a field. TLI Reviews should analytically and constructively probe main topics, structure, and, most importantly, the relevance and potential applications of the reviewed material to TLI-readers engaged in SoTL. What is the central point, argument, or theme of the material? What are the primary strengths? Limitations? How does this contribute to SoTL as a field? If it is a different type of resource (e.g., not a book or a conference), what appear to be the fundamental assumptions in its creation as this particular type? TLI Reviews are typically between 1,000 and 3,000 words, including references but not supplemental materials. TLI Reviews are reviewed by the Editorial Team.  

If you are an author or publisher and would like your material to be considered in TLI Reviews, contact our Editorial Office.  If the material is electronic, send a brief explanation with a link or attachment and the subject line “Attention: TLI Reviews.”  If the material is hard copy (e.g., a book), email a description and the subject line “Attention: TLI Reviews.” Members of the Editorial Team will select reviewer(s), but you are welcome to submit a recommendation, including potential reviewer’s name, contact information, and a brief rationale.

Teaching and Learning Inquiry Website Reviews: The primary purpose of TLI website reviews [500-750 words] is to bring digital resources into a scholarly conversation, as well as to critically evaluate the value and contributions to the field of the scholarship of teaching and learning. The purpose is also to highlight digital resources for readers, especially those who might be new to SoTL and wish to expand and deepen their knowledge about the conversations that are taking place within this field. Scholarly reviews of SoTL websites follow in the tradition of book reviews, but have some unique features. The guidelines below provide specific suggestions for the review.

SoTL websites share a common medium, but they may be diverse in character. Reviewers should keep that diversity in mind and evaluate based on the goals of the individual website. For example, many are designed to provide resources for learning about the scholarship of teaching and learning or for getting started with SoTL research. Others may present scholarly work on a specific topic or writings about SoTL from the perspectives of instructors or academic developers. The reviewing criteria will vary depending on the goals of the website. For example, a teaching and learning center may provide information about local events as well as videos and resources for a wider audience. The review should highlight resources that are valuable to the broader audience. One final way that SoTL websites differ from SoTL books is that they are often works in progress. Please include a general sense of the time frame when you reviewed the website (e.g., May 2021).  If a site plans significant changes, note that in the review.

Authority: Who created the website? What is their SoTL background? Where is the website hosted? Content: What is the quality of the materials presented? How carefully have they been prepared, edited, and introduced (when relevant)? How comprehensive are the materials? Are there biases in what has been included or excluded? Is the content current? How often is new content added? Is the content primarily text, video, or audio or a combination of formats? Are there broken links? For digital projects with significant content, systematic sampling of the content can typically substitute for a review of every single part. If there is no easy way to indicate the size of a digital project (as you would note the number of pages in a book or minutes in a film), try to provide readers with a sense of the quantity and types of materials available. Design and Navigation: Have the creators of the project made effective use of the digital medium? How easy is it to find specific materials and to find your way around the project? Do all sections function as expected? Does it have a clear and effective design? How accessible is the site for individuals of all abilities? Is it responsive (e.g., tablet and mobile-friendly)? Audience: Is the project directed at a clear audience? How well does the project address the needs of that audience?

SoTL Around the World: We invite colleagues from regions or groups underrepresented in SoTL narratives to submit descriptions of SoTL from within their specific geographical, national, and/or regional contexts. The journal hopes to expand its representation of the diversity of SoTL experiences across the globe: SoTL’s origins and aims, the particularities of its practices and practitioners, and its successes and challenges.  Any of the following prompts may guide such submissions:

  • What are the origins of SoTL in your context, and how has it developed or built on that foundation?
  • How does your geographical context (e.g., cultures, languages, histories, values) inform SoTL in your region?  For example,
    • how SoTL is understood, interpreted or translated, conducted, received, and/or institutionalised
    • the most common areas of inquiry in SoTL 
    • the roles of students in SoTL 
    • how SoTL is made public
    • any theoretical approaches, frameworks, or models that are important for SoTL
    • how SoTL might expand 

We hope this diverse representation and the resulting depth of understanding will facilitate substantive conversations about SoTL across a range of contexts. We particularly invite submissions from areas where SoTL occurs in languages other than English, but in order to reach TLI readers, they will need to be written in (or translated into) English. These pieces, which may be short, may be submitted at any time, as they will be an ongoing feature in Teaching & Learning Inquiry. 

Special Sections: Proposals for clusters of submissions (i.e., articles, innovations, dialogues, reviews, or a mixture) intended as a single unit within a regular issue of TLI are welcome.  These address a special topic relevant to the focus and scope of the journal. Proposals should contain the following: overview of the topic and its relevance to TLI; rationale for its inclusion in a special section; guest editor biographies and qualifications; and a list of proposed titles, abstracts, and authors with one-sentence biographies. If accepted, the cluster will be shepherded through the publication process by its guest editor(s), who will be responsible for guiding the academic direction of the work and for ensuring that the submissions meet all relevant deadlines, are consistent with the accepted proposal, respond to TLI’s reviewer recommendations, and meet TLI requirements. The Editorial Team will consult with the guest editor(s) as needed, manage the external double-blind peer review process, provide final copyediting for accepted submissions, and prepare them for publication.


Submissions are welcome at any time. Beginning in January 2022, we will transition to rolling publication meaning that articles will be published as they are completed throughout the year. Our goal is to bring new scholarship to the SoTL community quickly and efficiently.


Indiana University Press published the first issue in March 2013. In September 2015, TLI moved to an open access platform (OJS) hosted at the University of Calgary. On January 1, 2016, all issues of TLI were released via open access. The journal wishes to thank Indiana University Press for support in starting the journal and especially Michael Regoli for his assistance transitioning TLI to open access. A special thanks to Linda Bannister for the journal cover and page layout design.


TLI promotes rigour — defined as quality, precision, and relevance in design, thought, analysis, interpretation, conclusion, and writing — while recognizing a range of ways of achieving it. Submissions to TLI undergo a thorough peer review process, including two to three rounds of revision. 

TLI is also 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, international representation, and adherence to the values and principles of ISSoTL. 


We encourage readers to sign up for publishing notifications. Use the Register link at the top of the TLI home page. This registration will result in the reader receiving the Table of Contents by email for each new issue of TLI. This list also allows the journal to claim a certain level of support or readership.


Academic Integrity

Authors are expected to adhere to the standards for intellectual property rights and plagiarism, and authors assume full responsibility for the content of their submissions.

Open Access 

Teaching & Learning Inquiry 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. TLI adheres to the BOAI definition of open access: users have the right to "read, download, copy, distribute, print, search, or link to the full texts of these articles.” There are no fees or charges required for manuscript processing and/or publishing in the journal.


Articles published in TLI are licensed under Creative Commons Attribution-NonCommercial 4.0 International. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited. Reproductions of this work cannot be used for commercial purposes.

To be eligible for publication in TLI, manuscripts should not be shared publicly: 1) while under review (after initial submission or after being revised and resubmitted), or 2) upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in Teaching & Learning Inquiry. Authors are welcome to present their work at conferences.

Authors may enter separate, additional contractual agreements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Teaching & Learning Inquiry. Here are sample statements acknowledging this initial publication:

For reprints: “[article title]” by [authors] ([date]) originally was published in Teaching & Learning Inquiry (TLI), the official journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Articles published in TLI are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The original article is available at [DOI]. 

For adaptations: This publication extends or adapts “[article title]” by [authors] ([date]), originally published in Teaching & Learning Inquiry (TLI), the official journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Articles published in TLI are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The original article is available at [DOI]. 

Ethical Review of Human Subjects Research

Many SoTL projects involve human subjects research. Authors should ensure that their work meets the research ethics committee guidelines of their institution. A statement to this effect is required in any article submission involving human subjects research.

Disclosure of Conflict of Interest

Authors will disclose any conflicts of interest upon submission. In accordance with Chicago Manual of Style Author-Date guidelines, Teaching & Learning Inquiry requires that all authors provide “notice of any interests that might be seen as influencing the research.”

Reproduction of Copyrighted Materials

Authors are responsible for obtaining permission for use of any copyrighted material in their submissions, including illustrations, and will be asked to provide formal written permission upon acceptance for publication.

Privacy Statement

The data collected from registered and non-registered users of this journal falls within the scope of the standard functioning of peer-reviewed journals. It includes information that makes communication possible for the editorial process; it is used to inform readers about the authorship and editing of content; and it enables collecting aggregated data on readership behaviors, as well as tracking geopolitical and social elements of scholarly communication.

This journal’s editorial team uses this data to guide its work in publishing and improving this journal. 

Data that will assist in developing this publishing platform may be shared with its developer Public Knowledge Project in an anonymized and aggregated form, with appropriate exceptions such as article metrics. The data will not be sold by this journal or PKP nor will it be used for purposes other than those stated here. The authors published in this journal are responsible for the human subject data that figures in the research reported here.

Those involved in editing this journal seek to be compliant with industry standards for data privacy, including the European Union’s General Data Protection Regulation (GDPR) provision for “data subject rights” that include: (a) breach notification; (b) right of access; (c) right to be forgotten; (d) data portability; and (e) privacy by design. The GDPR also allows for the recognition of “the public interest in the availability of the data,” which has a particular saliency for those involved in maintaining, with the greatest integrity possible, the public record of scholarly publishing

Adapted from: GDPR Guidebook for PKP Users (2018). Version 1.0. Coordinated by James MacGregor, Public Knowledge Project. support@publicknowledgeproject.org