Before you Submit
The scholarship of teaching and learning (SoTL) is a particular type of academic writing in which teacher-practitioners critically reflect on their teaching practice — surfacing their assumptions, analyzing their pedagogical intentions and designs, and diagnosing challenges to student learning.
How to Write Effectively for the Journal
Read exemplary articles
Since the first articles in the Wabash Center Journal on Teaching will not be published until January 2020, we strongly recommend that potential authors familiarize themselves with the content and unique genre of scholarship that the Wabash Center has published in Teaching Theology & Religion (Wiley-Blackwell) since 1998.
Read significant essays describing and analyzing the scholarship of teaching
Writing about teaching is a practioners' scholarship that has emerged in the last 20 years or so, with distinctive qualities and criteria.
Consider the critical questions that will inform the peer review process
Many writers find it helpful to understand how their manuscript will be evaluated. These are the instructions we send out with articles for peer review
Identify the "point of entry" into the scholarship of teaching of the article you wish to write
This classic essay by Patricia O’Connell Killen and Eugene V. Gallagher provides an overview and categorization of the types of essays that are published by the Wabash Center
The journal welcomes submissions on a wide variety of topics about teaching religious and theological studies in higher education. Writers needn’t limit their articles to conform to a particular Call for Papers.
Articles should present an argument about the conditions or processes of teaching and learning, and demonstrate its relevance to higher education religion or theology classrooms or institutions.
Successful articles often describe and analyze teaching practices that address a particular pedagogical challenge. Strong submissions of this sort provide and analyze various forms of evidence of student learning gathered from the classroom.
Strong submissions place a pedagogical issue within the wider field of scholarship on teaching and display careful self-critical reflection on the various pedagogical choices a teacher has made, as well as evidence of the results.
Articles should be about HOW to teach, not simply what to teach. Articles about "what to teach" are usually more concerned with the content and contours of the academic field or the importance of students learning a particular concept or skill — instead of how to teach it.
Articles that argue for particular content in a course or curriculum are generally not successful unless they include substantive discussion and arguments regarding learning outcomes, students, and teaching contexts — that is, real pedagogical questions about how students learn.
We especially welcome manuscripts that take advantage of the online digital medium.
All manuscripts are subject to blind peer review.
We are happy to field inquiries and we encourage you to discuss your ideas with us for an article -- before, during, or after writing.
Tom Pearson, Editor