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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
Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2018 and Spring 2019 issues (Volume 10, Numbers 1 and 2). We consider all submissions that address new approaches to theories and practices of teaching and learning.
Each year we release 2 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):
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 All submissions must be original, previously unpublished work, and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom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: August 15, 2018
Spring 2019 issue: December 15, 2018
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 email@example.com.
For book reviews, send all inquiries to Book Review Editor Kisha Tracy at firstname.lastname@example.org.
Open the next tab for our submission guidelines.
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 email@example.com. 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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Symposium on Globalizing LearningWorcester State UniversityTuesday, October 2
The internationalization of education and the increasing trend in higher education to take global rather than nation-bounded perspectives on learning across disciplines demands new ways of thinking about higher education in global contexts.
The intention behind organizing this symposium is to gather a small group of teacher-scholars at the cutting edge of scholarship on teaching and learning to explore theories behind, approaches to, and practices of globalizing learning. Speakers will be invited to contribute to the Spring 2019 themed issue of the peer-reviewed academic journal Currents in Teaching and Learning.
Some of the questions that both the symposium and themed issue will address include (but are not limited to):
To kick off the symposium, Laura Rumbley, associate director of the Boston College Center for International Higher Education and a distinguished leader in the field of international education, will deliver the keynote address.
If you are interested in participating in the symposium as a presenter, please send your abstract to Martin Fromm at firstname.lastname@example.org. Deadline for abstracts is June 1.
Martin Fromm and Cleve Wiese