Becoming a Teaching & Learning Inquiry Peer Reviewer
Teaching & Learning Inquiry welcomes reviewers who research, work, or teach in the field of SoTL. Recognizing the journal’s multidisciplinary readership and need for multiple perspectives that transcend subject expertise, reviewers may be asked to read submissions outside their disciplinary expertise. We assign three reviewers per submission and seek a mixture of nationalities and disciplinary backgrounds for each review.
To volunteer as a reviewer, please complete this form.
Peer Reviewing for Teaching & Learning Inquiry
As the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Teaching & Learning Inquiry asks peer reviewers to hold high standards using the criteria below, be constructively critical, and practice collegiality and a sense of mentorship in the writing of reviews.
Teaching & 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 for more information.
Reviewers are encouraged to comment on the following:
- Is the submission clear and accessible?
- Is there a strong connection to SoTL?
- Does the submission have a cohesive progression of ideas?
- Is the submission clearly situated both in its context and for readers from other contexts?
- Is the submission written in a style that is accessible across TLI’s multidisciplinary, multilingual, and diverse audiences? For additional information, see Writing for Diverse Audiences.
- Is the submission grounded in both the particular context of the inquiry and the scholarly context of relevant SoTL literature, research, and scholarship?
- Is the submission methodologically sound through an explicit, intentional, and rigorous application of research tools that are appropriate to the question, context, and/or researcher’s discipline?
- Has it been carefully edited with all references correctly cited? For additional information, see Style Guide.