About the Journal
About Teaching & Learning Inquiry
|Why Teaching & Learning Inquiry?|
|Statement of Rigour
Types of Submissions
TLI's Peer Reviewers
TLI Authors & Readers
|Journal Sponsor & History
TLI Fact Sheet
|Disclosure of Conflict of Interest
Publication Ethics & Malpractice Statement
Why Publish in TLI?
Our Relationship to ISSOTL: Teaching & Learning Inquiry (TLI) is the journal 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 the field’s leading thinkers and those pursuing SoTL at every level. Teaching & Learning Inquiry 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: TLI's Editorial Board consists of widely published SoTL researchers and practitioners from eight countries.
Our Peer Reviews: Submissions to TLI will receive prompt and thoughtful peer reviews from these and other international experts.
Our Markers of Rigour: TLI promotes and supports rigour while also recognizing a range of ways of achieving it.
Our Numbers: As this Fact Sheet indicates, TLI readers and writers are international, and the pieces TLI publishes are accessed and cited.
Publishing in TLI, then, is an effective way to reach a broad, influential audience and to receive high-quality feedback on your work as part of the process.
Focus & Scope of TLI
Published twice annually, TLI publishes original research and commentary on the scholarship of teaching and learning. TLI features 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 about SoTL, or the field of SoTL. (See Types of Submissions.)
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 from across career stages. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching, learning, and SoTL.
Given this focus and scope, TLI's readers and authors come from many disciplines, nations, traditions, institution types, and career stages. Publications in TLI are presented in a way that establishes interest and value to this broad readership.
TLI's Statement of Rigour
TLI promotes rigour while also recognizing a range of ways of achieving it. TLI defines rigour as quality, precision, and relevance in design, thought, analysis, interpretation, conclusion, and writing. This kind of rigour implies a potential for broad interest and impact, considering the multidisciplinary and multinational contexts of the journal’s readership.
In its pursuit of rigour, submissions to TLI undergo a thorough peer review process, and pieces published in TLI have typically undergone two to three rounds of revision with these reviewers. 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, its international representation, and its adherence to the values and principles of the Society.
The reach of Teaching & Learning Inquiry is illustrated in its articles' h-index and the i10-index, available on TLI's Google Scholar 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.
Types of Submissions
In service of the journal's Focus and Scope, Teaching & Learning Inquiry welcomes a range of submission types:Articles (approximately 3,000 - 7,000 words, including bibliography)
Teaching & Learning Inquiry invites all types of articles, an intentionally broad category encompassing the 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 undergo peer review and are indexed.
Innovation (approximately 1,000-8,000 words, as appropriate to chosen genre, including bibliography)
Teaching & Learning Inquiry also welcomes innovative genres, or products presented in alternative text, audio, video, or visual forms, rather than conventional prose articles. TLI encourages authors to take advantage of its open and online platform. (Consult TLI's technical specifications for file types and sizes, and send queries to firstname.lastname@example.org.) Innovations undergo peer review and are indexed.
Dialogue (approximately 1,500-5,000 words, including bibliography)
Teaching & Learning Inquiry encourages submissions envisioned as part of a dialogue, or thoughtful responses to articles in previous issues of TLI. Dialogues undergo peer review and are indexed.
TLI Reviews (approximately 1,000-3,000 words, including bibliography)
Teaching & Learning Inquiry calls for thoughtful and lively reviews of conferences, books, external articles, and other resources relevant to readers of TLI. TLI Reviews help readers learn about more of the varied SoTL resources out there, while also situating them within the SoTL conversation. They are different from the typical reviews that are straight summary and direct critique or recommendation; instead, they analytically and constructively probe the main topics, the structure, and—most importantly—the relevance and potential applications of the reviewed material. In other words, TLI Reviews answer the question “What does it offer?” rather than simply “Is it good?” (Click here for additional prompts to guide the approach sought by TLI Reviews.) TLI Reviews may be written by one or more authors. There may be multiple reviews of the same material, and reviews of two or three related works at once. They may introduce new resources or revisit materials from the past. They may also be responses to already-published TLI Reviews. TLI Reviews are reviewed by the Editorial Team and are indexed. (If you would like your book, article, or other resource to be considered as the subject of a TLI Review, click here.)
Teaching & Learning Inquiry welcomes 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. Special sections address a special topic relevant to the focus and scope of the journal. (Special sections, rather than special full issues, allow TLI to support its ongoing queue of regular submissions.) Proposals for special sections should contain the following: overview of the topic and its relevance to TLI; rationale for its inclusion in a special section; guest editor biographies with emphasis on qualifications for the task; 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 the various guidelines and requirements outlined on TLI’s Submission page. Members of TLI's Editorial Team will consult with the guest editor(s) as needed, manage the external review process, provide final copyediting for accepted submissions, and prepare them for publication.
Peer Review at Teaching & Learning Inquiry
All submissions are first read by one of the journal's Co-Editors to determine suitability for Teaching & Learning Inquiry and readiness for review. Manuscripts considered appropriate for review (except reviews of books, conferences, et al.) are then assigned to an Associate Editor to shepherd the submission through the review process.
Submissions are examined through a double-blind process by three reviewers from at least two different countries and a mix of familiarity and unfamiliarity with the specific topic. TLI encourages reviewers to hold high standards, be constructively critical, and practice collegiality and a sense of mentorship in the writing of their reviews. The journal's review form is adapted from Peter Felten's "Principles of Good Practice in SoTL," published in the inaugural issue of TLI. (A PDF to preview TLI's review form can be downloaded here. Reviewers will fill out an online form, not this PDF.)
Based on reviewer feedback, the Editorial Team (guided by the assigned Associate Editor) makes one of the following editorial decisions:
- accept as is,
- accept pending revisions,
- offer to reconsider after major revisions and resubmission,* or
* Resubmitted manuscripts are accompanied by an explanation of revisions based on reviews and are sent to at least one of the original reviewers and one new reviewer.
Generally--depending on timely responses from reviewers--the timeline for the peer review process is as follows:
- Days from submission to editorial decision: 97 (3.2 months)
- Days from submission to acceptance for publication: 172 (5.75 months)
Peer Review & People Associated with the Journal
This process applies to submissions from all authors, including members of the Editorial Team, the Editorial Board, and reviewers.
Additionally, submissions to TLI by members of the Editorial Team will be assigned to another member of the Team and shepherded in a process that is inaccessible to the authoring member of the Editorial Team.
Finally, editors, Editorial Board members, and reviewers will not be involved in the review process if they have collaborated with an author, work at the same institution as the author, or have a personal relationship that doesn’t allow them to evaluate the manuscript objectively.
Given the number of submissions to TLI and the assignment of three reviewers per manuscript, TLI is always in need of additional reviewers who work in the field of SoTL and who demonstrate sufficient familiarity with and commitment to its tenets. To this end, and given the broad scope of SoTL, reviewers may be asked to read submissions from outside of their disciplinary expertise, recognizing the journal’s multidisciplinary readership and the need for multiple perspectives that can transcend subject expertise.
To volunteer as a reviewer, please complete this form.