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Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Published twice a year, 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. Non-specialists and jargon-free, Currents is addressed to both faculty and graduate students in higher education, teaching in all academic disciplines. Currents in Teaching and Learning is a publication of the Center for Teaching and Learning at Worcester State University. (ISSN: 1945-3043)
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The Currents in Teaching and Learning Editorial Advisory Board fulfills both editorial and advisory functions, and is made up of Worcester State University faculty members from a variety of disciplines. Currents solicits interested teacher-scholars from a representative range of disciplines and higher-education institutions to form our external Advisory Board.Editorial Advisory Board
We welcome essays and teaching reports that address any aspects 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 invite teaching and learning-related submissions for the Spring 2017 issue (Volume 9, Number 2). The theme for the Spring 2017 issue is “Teaching students with disabilities: concepts, approaches, and practices.” Issues to address may include, but are not limited to:
Submissions may take the form of:
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 All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom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.Submissions Deadlines:
Submissions received after this date 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.Send all inquiries to Editor Martin Fromm or Editorial Assistant Kayla Beman at email@example.com. For submission guidelines, please check the next section.Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043
To submit a manuscript, email the submission as a Microsoft Word document to firstname.lastname@example.org. Please do not mail a hard copy.
After your manuscript has been accepted, please fill out and submit a Copyright Transfer Form for each author. Authors who wish to use their published manuscript in an edited book or other compilation of articles may do so, but first must obtain written permission from Currents.Manuscripts can be take the form of a short report (suggested length: 10 to 20 pages; word count: 2,850-5,700 words) or longer article (suggested length: 20 to 25 pages; word count: 5,700-7,125 words). Texts of a length exceeding this will be considered as interest warrants and space permits.Manuscripts should be prepared following guidelines established in the publication manual of the American Psychological Association. Articles may include graphics and hyperlinks to online multimedia objects or other online materials, where the latter are indicated and linked using the hyperlink tool provided in MS Word. Authors should ensure that all links are active at the time of submission.Submissions should include:
Once the editors determine that the manuscript’s format and content are appropriate for the journal, the manuscript is then sent through a blind peer-review process. Names of reviewers will not be released to authors, nor will reviewers know the identities of authors whose work they review. The review process will take 8-10 weeks. Authors will be notified of the recommendations of the review panel and will be provided copies of the reviewers' comments.
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