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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.
Digital technology has an enormous role in education at all levels, now more than ever. As new hardware and software continually emerge, we must ask ourselves whether and how it serves our pedagogical goals—whether it improves our effectiveness as instructors, and accommodates the needs of our students.
Introduction to the Themed Issue on Digital Pedagogies
Benjamin D. Jee
The LEAPS Framework for Selecting Digital Technologies in Online, Hybrid, and Face-to-Face Course Design
Using OER to Promote Inclusion in Higher Education Institutions
Lauren Hays and Melissa N. Mallon
The Virtual Mystery Web-tool: An online hybridized problem-based learning teaching tool created by students for students
Sherry Fukuzawa, Sarah Ranlett, and Emma Yasui
PechaKucha as an Alternative to Traditional Student Presentations
Kelly A. Warmuth
Social Media in Practice: Assignments, Perceptions, Possibilities
Jessica Kester and Stephanie Vie
Increasing Accessibility and Diversity by Using a UDL Framework in an Infographics Assignment
Patti Dyjur, Carla Ferreira, and Tracey Clancy
Who’s missing? A program report of one online academic success course
Carmine Perrotti and Jennifer P. Steiner
Blended Learning in Graduate Teacher Education Programs: Understanding Teacher Candidates’ Perceptions and Experiences
Chiu-Yin (Cathy) Wong, Antonio G. Estudillo, and Stephen J. Chapman
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 14, 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