> International Journal of Teaching and Learning in Higher Education > http://www.isetl.org/ijtlhe/ > Call for Papers > > PURPOSE OF JOURNAL > The International Journal of Teaching and Learning in Higher =20 > Education (ISSN 1812-9129) provides a forum for higher education =20 > faculty, staff, administrators, researchers, and students who are =20 > interested in improving post-secondary instruction. The IJTLHE =20 > provides broad coverage of higher education pedagogy across diverse =20=
> content areas, educational institutions, and levels of =20 > instructional expertise. The specific emphasis of IJTLHE is =20 > dissemination of knowledge for improving higher education pedagogy. =20= > Electronic distribution of IJTLHE maximizes global availability. > > All manuscripts submitted to IJTLHE should be in accord with the =20 > journal's purpose - to encourage the study, development, =20 > application, and evaluation of higher education pedagogy. All =20 > manuscripts are refereed (blind) using a peer-review process =20 > involving at least two reviewers. The acceptance rate of IJTLHE is =20 > approximately 25%. > > TYPES OF MANUSCRIPTS > Research Articles: Research articles include 15-25 page manuscripts =20= > that are theoretical or empirical in nature. Research articles are =20 > to be well grounded in the relevant literature and present =20 > knowledge, methods, and insights relevant to higher education =20 > pedagogy. The broad scope of the journal and its diverse readership =20= > necessitates that research articles address issues that have a wide =20= > appeal and significance in higher education. > > Instructional Articles: Instructional articles are 10-20 page =20 > manuscripts designed to explain and clarify innovative higher =20 > education teaching methods. Instructional articles, while grounded =20 > in the literature on higher education pedagogy, focus on the =20 > explanation of tentative, emerging, or alternative teaching =20 > methodologies, rather than the strict reporting of empirical data. > > SUBMISSION PROCEDURE > All submissions to IJTLHE must be made online through the Online =20 > Submission utility. Prior to submitting a manuscript, please read =20 > carefully the Submission Guidelines. Do not send submissions by =20 > email or postal mail. > > REVIEW PROCESS > Upon submission, all authors will receive an acknowledgement of =20 > receipt. Each manuscript will be blind reviewed by two members of =20 > the Review Board. The review process will take approximately 4-6 =20 > weeks. At the end of the four-week review process authors will be =20 > notified as to the status of their manuscripts. > > ----------------------------------------------------------------------=20= > ---------------------------------------- > > International Journal of Teaching and Learning in Higher Education > Volume 18, Number 3 > > GENERAL ISSUE > ----------------------------------------------------------------------=20= > ---------------------- > The above issue is now available at: > http://www.isetl.org/ijtlhe/current.cfm > ----------------------------------------------------------------------=20= > ---------------------- > > > The Effect of Varied Cognitive Strategies Used to Complement =20 > Animated Instruction in Facilitating Achievement of Higher Order =20 > Learning Objectives > Huifen Lin, Kun Shan University, Taiwan > Francis Dwyer, The Pennsylvania State University > Jeff Swain, The Pennsylvania State University > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 155-167. > http://www.isetl.org/ijtlhe/pdf/IJTLHE101.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Virtual Mentoring in Higher Education: Teacher Education and Cyber-=20 > Connections > Sandy Watson, University of Tennessee at Chattanooga > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 168-179. > http://www.isetl.org/ijtlhe/pdf/IJTLHE104.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > How Do Faculty Experience and Respond to Classroom Conflict? > Steven Meyers, Roosevelt University > James Bender, Roosevelt University > Erin Hill, Harvard Medical School > Shantha Thomas, Roosevelt University > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 180-187. > http://www.isetl.org/ijtlhe/pdf/IJTLHE115.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Walking the Talk: The Complexities of Teaching about Teaching > Tamara Ball, University of California, Santa Cruz > Gordon Wells, University of California, Santa Cruz > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 188-203. > http://www.isetl.org/ijtlhe/pdf/IJTLHE116.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > Developing a Peer Observation Program with University Teachers > Laurie Lomas, King's College London > Ian Kinchin, King's College London > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 204-214. > http://www.isetl.org/ijtlhe/pdf/IJTLHE118.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Cybernetic Circularity in Teaching and Learning > Joy Murray, University of Sydney > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 215-221. > http://www.isetl.org/ijtlhe/pdf/IJTLHE47.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Teaching Grant Writing with Service-Learning > James D. Griffith, Shippensburg University > Christian L. Hart, East Central University > Morgan M. Goodling, Shippensburg University > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 222-229. > http://www.isetl.org/ijtlhe/pdf/IJTLHE103.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > A Proposed e-Learning Policy Field for the Academy > Gale Parchoma, University of Saskatchewan > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 230-240. > http://www.isetl.org/ijtlhe/pdf/IJTLHE107.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Peer TA Mentoring in a Foreign Language Program > Gl=E1ucia V. Silva, University of Massachusetts Dartmouth > Janice L. Maci=E1n, The Ohio State University > Magdalena Mej=EDa-G=F3mez, The Ohio State University > > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 241-249. > http://www.isetl.org/ijtlhe/pdf/IJTLHE109.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > > Lesson Study as a Model for Building Pedagogical Knowledge and =20 > Improving Teaching > William Cerbin, University of Wisconsin-La Crosse > Bryan Kopp, University of Wisconsin-La Crosse > International Journal of Teaching and Learning in Higher Education, =20= > 18(3), 250-257. > http://www.isetl.org/ijtlhe/pdf/IJTLHE110.pdf > > ----------------------------------------------------------------------=20= > ---------------------- > International Journal of Teaching and Learning in Higher Education > http://www.isetl.org/ijtlhe/ > ISSN 1812-9129 > > > > > > -- > __________________________________________ > > Peter E. Doolittle > Executive Editor, International Journal of Teaching and Learning in =20= > Higher Education > Department of Learning Sciences and Technology (0313) > Virginia Tech > Blacksburg, VA 24061 > > Email: [EMAIL PROTECTED] >
