Currents in Teaching and Learning is a new peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Currents invites submissions for its Fall 2009 issue, including:
-Short reports from different disciplines on classroom practices (2850-5700 words). We welcome both individual and group submissions. A group submission would present a forum consisting of two to four reports from different academic disciplines, with each report discussing a different approach to a particular pedagogical challenge.
-Longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today (5700-7125 words).
-Announcements of work-in-progress and requests for collaborators.
-Book and website reviews.
SUBMISSIONS DEADLINE: May 15, 2009
Submissions received after this date will be considered on a rolling basis for future issues of Currents. Send all inquiries and letters of interest to Josna Rege, at email@example.com
Published twice a year, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today. Each issue will also include book reviews, links to other noteworthy sites, and announcements of work-in-progress. Nonspecialist and jargon-free, Currents is intended for both faculty and graduate students in higher education, teaching in all academic disciplines.
Currents in Teaching and Learning is published under the auspices of the Center for Teaching and Learning, Worcester State College, Worcester, Massachusetts, U.S.A.