Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2017 and Spring 2018 issues (Volume 10, Numbers 1-2), and looks ahead to the special themed issue for Spring 2019. We consider all submissions that address new approaches to theories and practices of teaching and learning.
Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring. We welcome all teaching and learning-related submissions for the Fall Issues.
The following are the themes for the Spring 2018 and Spring 2019 issues:
The theme for the Spring 2018 issue is “theories and practices of project-based and problem-based learning.” Project-based learning has been described as “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.” Problem-based learning has been defined as a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem.” We invite submissions that address any or all aspects of these approaches to teaching and learning. Some questions that might be addressed include (but are not limited to):
- What kinds of knowledge and skills should educators be cultivating inside and outside the 21st century classroom?
- How do long-term projects and open-ended problems fit into curricula that are often content-driven?
- How do (or should) educators guide students who are frequently risk-averse toward taking on “authentic, engaging and complex questions, problems, or challenges”?
Looking ahead, the theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical. For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to):
- What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education?
- What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines?
- In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?
Submissions may take the form of:
- Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
- Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
- Book and Website Reviews: send inquiries attn: Book Review Editors. No unsolicited reviews, please.
We welcome both individual and group submissions. All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.
Fall 2017 issue: August 15, 2017
Spring 2018 issue: December 1, 2017
Submissions received after these dates will be considered for the following issue and on a rolling basis.
Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, 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.
Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043