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Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among teacher-scholars across the disciplines. Published twice a year (typically one issue in fall, one in spring), Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, or theoretical articles related to teaching and learning.
For many of us, fall 2021 marked a return to the classroom after more than a year of remote instruction. Despite its drawbacks, remote instruction was generally predictable and controllable. The once-familiar classroom now felt like anything but.
Making Up for Lost TimeBenjamin D. Jee
Knowing Who’s on Your Team: Pedagogical Expertise and the Impact on Software DesignCatrina Mitchum, Nicole Schmidt, Kayle Skorupski, and Rochelle Rodrigo
Our Moon: A Multidisciplinary Course to Develop Students’ InterestViranga Perera
Encouraging Critical Engagement with Course Readings Through Focused Reading ResponsesLaura Wildemann Kane
Flipping the Classroom in Project and Team-Based Learning: COVID made me do it!Courtney Kurlanska
Using the Motivational Framework for Culturally Responsive Teaching to Guide Assignment Design and ImplementationChristine Martorana
Review of James M. Lang’s, “Distracted: Why Students Can’t Focus and What You Can Do About It”Aleel K. Grennan and Daron C. Barnard
Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. 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.
Currents in Teaching and Learning is now inviting submissions for Volume 15, Issues 1 and 2.
Submissions may take the form of:
All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.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 received after the deadlines will be considered on a rolling basis and for the following issue.
To submit a manuscript, email the submission as a Microsoft Word document to firstname.lastname@example.org. Please do not mail a hard copy.
Manuscripts are accepted for consideration with the understanding that they are original material and are not under consideration for publication elsewhere.
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:
Overarching criteria that reviewers will be asked to evaluate for each submission:
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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Currents in Teaching and Learningcurrents@worcester.edu
Please address all postal inquiries to:
Benjamin D. Jee
Editor, Currents in Teaching and Learning
Worcester State University
486 Chandler Street
Worcester, MA 01602-2597