The journal scaffolds access to writing about teaching for both readers and potential authors by publishing a variety of manuscript forms.



Range from 5,000 to 7,000 words.

Articles should present an argument about the conditions or processes of teaching and learning, and demonstrate their relevance to higher education for religion or theology classrooms or institutions.

Often, successful articles will 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.

Successful articles place a pedagogical issue within some facet of the wider field of scholarship on teaching. A full “review of the literature” is not required. Instead, identify and cite one or more previously published essays to engage as a conversation partner to sharpen, test, and buttress your analysis. Don’t “reinvent the wheel.” Instead, “enter a conversation” and reflect on how you are furthering a conversation that is already in progress.

Successful articles display careful self-critical reflection on the various pedagogical choices a teacher has made, as well as evidence of the results.


Teaching Tactics

Single-page (400 word) description of a successful teaching strategy that could be replicated by other instructors. We are especially interested in receiving Tactics specific to online classrooms.

  1. State succinctly the context within which you use the strategy including: characteristics of your students, the institution and the course, when in the semester you use this tactic, and how long it takes.
  2. State the pedagogical purpose of the strategy.
  3. Describe the strategy itself in brief, clear language.
  4. State why and how the strategy is effective – i.e., how it supports student learning, including some analysis that generalizes the principles at work that make the particular strategy transferable to different contexts and subject matter.

Please provide a title.

Please be sure to label each of these steps (making the Tactic easy for the reader to scan and comprehend).

Brevity is key. Please do not exceed 400 words.

In some cases you may want to change the order of the prompts.

A successful Teaching Tactic will be transferable by the reader beyond the narrowly specific context of your course,  assignments, or lecture notes.


Special Topics and Forums

This section provides a space for multiple views on a single topic. Please be in touch with the editor in advance to propose the specific Special Topic or Forum you have in mind.

  • Articles with responses
  • Short essays on a single topic, gathered together, typically with an introduction or response
  • Short essays could be written in the form of a Design & Analysis essay (see below), or on a broader philosophical or theological theme less focused on a specific teaching strategy.
  • Typically, manuscripts for this selection are solicited through Calls for Papers, or invitations to conference panelists.
  • Please create a separate submission for each of the essays to be included in the Forum and indicate in the “Comments for the Editor” field the title of the Forum or Special Topic for which the submission is intended.



An interview or transcribed conversation on the practices and purposes of teaching, edited into a fluent written English manuscript.

Typically these Conversations have been arranged and conducted by the journal’s editorial team. Please consult with the editor if you have ideas for submitting a Conversation for publication.


 Design & Analysis

2000 word essays that describe and analyze a specific assignment or teaching strategy.

It is often helpful to adopt and adapt the Teaching Tactic writing prompts (see above), although this is not strictly necessary and needn’t be signaled in the essay’s subheadings.

An essay could track a teaching strategy that unfolds over several class sessions or even an entire semester. 

Successful Design & Analysis essays provide a succinct description of the assignment or teaching strategy – and most importantly, will surface the author’s pedagogical intentions and design decisions, and critically analyze the effectiveness of the strategy (including consideration of the evidence of student learning).

Unlike an Article, Design & Analysis essays are not required to engage previously published literature on the pedagogical questions being addressed – although this is often quite useful for readers and can help an author sharpen their analysis by using an example from the literature as a conversation partner or foil.


Book Reviews

The journal publishes short (500 word) reviews of books and resources about teaching and learning. Book reviews should call attention to and briefly describe books and other resources that help faculty develop as reflective teachers. 

Read more about how to write book reviews for the journal and see the list of books available for review.


We are happy to field inquiries and we encourage you to discuss your ideas with us for an articlebefore, during, or after writing.