Writing Scholarship of Teaching and Learning articles for peer-reviewed journals


  • Mick Healey Healey HE Consultants University of Gloucestershire http://orcid.org/0000-0003-1195-0370
  • Kelly E. Matthews University of Queensland
  • Alison Cook-Sather Bryn Mawr College




SoTL, academic journal writing, SoTL identity, writing genres, writing as a value-based process, discourse conversational communities, empirical research articles, conceptual articles, reflective essays, opinion pieces


There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching— faculty/academics, professional staff, and students—as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the SoTL discourse community.


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Author Biographies

Mick Healey, Healey HE Consultants University of Gloucestershire

Mick Healey is a higher education consultant and an Emeritus Professor at the University of Gloucestershire (UK).

Kelly E. Matthews, University of Queensland

Kelly E Matthews is an Associate Professor in Higher Education at the University of Queensland (AUS).

Alison Cook-Sather, Bryn Mawr College

Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges (USA).


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How to Cite

Healey, Mick, Kelly E. Matthews, and Alison Cook-Sather. 2019. “Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals”. Teaching and Learning Inquiry 7 (2):28-50. https://doi.org/10.20343/teachlearninqu.7.2.3.