Journals

At DCAD we have links to a number of Journals which the Scholarship of Teaching and Learning and Educational Research can be published in, including:

Enhancing Teaching and Learning in Higher Education

Enhancing Teaching and Learning in Higher Education is a cross-disciplinary journal for colleagues to share their practice in developing and evaluating new approaches to teaching and learning in their classroom. We welcome submissions in three formats:

1) Invited Articles on key themes in teaching and learning from sector experts (4000 words)

2) Papers on evaluated and established changes in teaching (3000 words)

3) Update Papers on projects which are currently being developed (2000 words)

The journal is led by Durham University Education Track staff and coordinated through Durham’s Centre for Academic Development, but we are open to submissions from across the HE sectors.

The Journal of Play in Adulthood

The Journal of Play in Adulthood aims to provide a multidisciplinary open access forum dedicated to the discussion of play and playfulness in adults. The focus of this journal is on play in adulthood to explicitly distinguish it from children’s play, and to highlight that the motivations, contexts, and forms of play are, in many cases, different. It aims to increase understanding of the need for, and benefits of, play and playfulness after childhood, and to create a robust evidence base for the value of play throughout the life course for learning, working, and living well. It also seeks to explore the barriers to the use of play with adults, and potential solutions to increasing the role of play in lifelong education, the workplace, and wider society. Prof. Nic Whitton, DCAD Director, is a member of the Editorial Board.

Practice and Evidence of the Scholarship of Teaching and Learning in HE

PESTLHE offers an opportunity for those involved in University learning and teaching to disseminate their practice. It aims to publish accounts of scholarly practice that report on small-scale practitioner research and case studies of practice that involve reflection, critique, implications for future practice and are informed by relevant literature, with a focus on enhancement of student learning. This publication thus offers a forum to develop and share scholarly informed practice in Higher Education through either works in progress or more detailed accounts of scholarly practice. The journal will be published twice a year (April and November). Prof Sam Nolan, DCAD Assistant Director, is an editor.

New Directions in the Teaching of Physical Sciences

New Directions in the Teaching of Physical Sciences offers a place to share the Scholarship of Teaching and Learning (SOTL) and Practioner-Based Enquiry in the STEM disciplines. Prof Sam Nolan, DCAD Assistant Director, is a member of the Editorial Board.

Alongside these many more journals exist to publish your SOTL work.