CETL provides an extensive list of external disciplinary and interdisciplinary journals
in the Scholarship of Teaching and Learning (SoTL) focused on undergraduate and graduate
education for teachers at colleges and universities, organized alphabetically. Click
on the title of a journal to visit its home page.
You can filter results using the “Topic in Higher Education” or “Discipline” drop-down
menus. To return to the full list, set the drop-down menu options to “Any.”
This directory was last updated in April, 2023. To submit a request to make a change
or an addition to this list, please contact us at email@example.com.
KSU faculty can find a specific journal title or access full text articles by visiting
the KSU library website.
Publishes one guest-edited theme issue per year, normally in the fall, and have addressed such topics as Indigenous, Minority, and Heritage Language Education in Canada; Bilingualism in a Plurilingual Canada: Research and Implications; Current Developments in Form-Focused Interaction and L2 Acquisition; French Immersion Education: Benefits for All Learners; Information and Communication Technologies(ICTs) and the Learning and Teaching of Second Languages; Language Assessment; Multilingual Literacies; and Second Language Vocabulary Acquisition. Sponsoring Organization: University of Toronto Press – April 23, 2020
The Canadian Journal of University Continuing Education was published from 1995-2016 with two primary objectives. The first was to advance and disseminate knowledge by publishing analytical and research papers, reports, reviews, and commentaries of value to professional practice in continuing education in general, and university continuing education in particular. The second was to encourage dialogue about continuing education within and among relevant professional and academic communities. Sponsoring Organization: Canadian Association for University Continuing Education – April 23, 2020
An online quarterly journal published by the American Society for Cell Biology (ASCB). The Journal publishes original, previously unpublished, peer-reviewed articles on life science education at the K-12 outreach, undergraduate and graduate levels. A particular focus is on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics. Sponsoring Organization: American Society for Cell Biology – April 21, 2020
Change, which is published six times a year, is intended for reflective practitioners in colleges, universities, corporations, government, and elsewhere. Its readers include faculty, administrators, trustees, state and federal officials, accreditors, foundation officers, and students. A magazine rather than an academic journal, Change deals with contemporary issues in higher education. It spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies, and practices. Sponsoring Organization: Taylor & Francis – April 20, 2020
Publishes papers in the broad field of chemical engineering education. Papers generally describe a course, a laboratory, a ChE department, a ChE educator, a ChE curriculum, research program, machine computation, special instructional programs, or give views and opinions on various topics of interest to the profession. Sponsoring Organization: American Society for Engineering Education – April 19, 2020
Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge, electronically, four times a year. Coverage includes the following: Research, and reviews of research, in chemistry education, evaluations of effective innovative practice in the teaching of chemistry, and in-depth analyses of issues of direct relevance to chemistry education. Sponsoring Organization: Royal Society of Chemistry – April 18, 2020
Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures. Sponsoring Organization: Taylor & Francis – April 17, 2020
Collaborative Anthropologies is a journal meant to engage the growing and ever-widening discussion of collaborative research and practice in anthropology and in closely related fields. Published annually, the journal facilitates dialogue about collaborative anthropologies, including but not limited to those between and among researchers and their interlocutors, anthropologists and other scholars/practitioners, academics and other professionals, universities and local communities, faculty and students. Sponsoring Organization: Department of Anthropology, The University of British Columbia – April 16, 2020
Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education. Sponsoring Organization: Society for Teaching and Learning in Higher Education – April 14, 2020
College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. Sponsoring Organization: National Council of Teachers of English – April 13, 2020