JoSoTL Mission

JoSoTL encourages the discussion of the Scholarship of Teaching and Learning (SoTL) and the sharing of knowledge and learning about the teaching-learning process. Any report about an investigation into what works (or doesn't work) for a particular teaching-learning context will be considered for publication. Those submissions that include reflective commentary about the result of the investigation will be considered of greater value to our readership and more appealing for publication. The journal shall also consider submissions that offer opinion, thoughtful reflection, commentary, or theoretical ideas related to SoTL.

The themes of the Journal reflect the breadth of interest in the pedagogy forum. The themes of articles include:

• Data-driven studies: formal research projects with appropriate statistical analysis, formal hypotheses and their testing, etc. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.
  
• Reflective essays: integrative evaluations of other work, essays that challenge current practice and encourage experimentation, novel conclusions or perspectives derived from prior work
  
• Reviews: Literature reviews illuminating new relationships and understanding, meta-analysis, analytical and integrated reviews, etc.
  
• Case studies: These studies illustrate SOTL and its applications, usually generalizable to a wide and multidisciplinary audience.
  
• Comments and communications: Primarily, these are comments based on previously published JoSOTL articles, but can also include book reviews, critiques and evaluations of other published results in new contexts or dimensions