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 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?
Looking ahead, the theme for the Spring 2020 issue is “Digital Pedagogies.” With their proliferation, diversification, and ever-growing importance in students’ lives, digital technologies present a limitless horizon of opportunities and challenges for educators. As emerging technologies disrupt established spaces, dynamics, and institutions of learning, it becomes ever more urgent for instructors to reflect critically on how to incorporate digital tools and mediums into pedagogical practices.
Some questions that might be addressed include (but are not limited to):
- How do digital technologies inform issues of accessibility, inclusiveness, and diversity in higher education?
- In what ways do digital pedagogies shape or reshape dynamics, structures, and hierarchies that are embedded in the academic learning environment?
- Are there strategies and concepts that can guide instructors in aligning the bewildering array of emerging technologies with fundamental principles of rigorous learning?
- How do we pedagogically navigate the intersection of digital media and information literacy?
- Are there demonstrably effective ways to integrate face-to-face with digital learning environments?
- What considerations should inform the selection and use of digital technologies in online, hybrid, and/or course design?
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 Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. 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 2018 issue:
Spring 2019 issue:
Submissions received after these dates will be considered on a rolling basis and for the following issue.
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.
For essays and teaching and program reports, send all inquiries to Editor Martin Fromm at firstname.lastname@example.org. For book reviews, send all inquiries to Book Review Editor Kisha Tracy at email@example.com. For submission guidelines, visit our website at www.worcester.edu/currents.
Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043