• 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)

    • Editor: Benjamin D. Jee
    • Book Review Editor: Kisha Tracy
    • Managing Editor: Linda Larrivee
    • Editorial Assistant: Kayla Beman

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  • Editorial Advisory Board

    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

    • Mariana Calle
    • Charles Cullum
    • Melissa Duprey
    • Emanuel Nneji
    • Seth Surgan
    • Kisha Tracy
    • Don Vescio
    • Cleve Wiese
    Call for Papers

    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 2019 and Spring 2020 issues (Volume 12, Numbers 1 and 2). We consider all submissions that address new approaches to theories and practices 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 welcome all teaching and learning-related submissions for the Fall Issues.

    The theme for the Spring 2020 issue is “Digital Pedagogies.” With their proliferation, diversification, and ever-growing importance in students’ lives, digital technologies present a limitless horizon of opportunities and challenges for educators. As emerging technologies disrupt established spaces, dynamics, and institutions of learning, it becomes ever more urgent for instructors to reflect critically on how to incorporate digital tools and mediums into pedagogical practices.

    Some questions that might be addressed include (but are not limited to):

    • How do digital technologies inform issues of accessibility, inclusiveness, and diversity in higher education?
    • In what ways do digital pedagogies shape or reshape dynamics, structures, and hierarchies that are embedded in the academic learning environment?
    • Are there strategies and concepts that can guide instructors in aligning the bewildering array of emerging technologies with fundamental principles of rigorous learning?
    • How do we pedagogically navigate the intersection of digital media and information literacy?
    • Are there demonstrably effective ways to integrate face-to-face with digital learning environments?
    • What considerations should inform the selection and use of digital technologies in online, hybrid, and/or course design?

    Submissions may take the form of:

    • Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
    • Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
    • Book Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. No unsolicited reviews, please.

    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:

    IssueSubmission Deadline
    Fall 2019August 15, 2019
    Spring 2020December 15, 2019

    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 Benjamin D. Jee at For book reviews, send all inquiries to Book Review Editor Kisha Tracy at For submission guidelines, visit our website at

    Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043

    Submission Guidelines

    To submit a manuscript, email the submission as a Microsoft Word document to 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:

    1. Title page with full title, full name of each author with current affiliation, position held and full address/phone/fax/email details plus short biographical note of about 50 words. A second title page should be included without identifying information for peer review.
    2. Pages should be numbered consecutively in the upper right hand corner, beginning with the title page.
    3. Manuscripts should be double spaced in entirety, with 1-inch margins on all sides.
    4. Include an abstract of 100-150 words.
    5. List keywords and/or phrases beneath the abstract.
    6. Text should be clearly organized, with a clear hierarchy of headings and subheadings, and quotations exceeding 40 words displayed, indented, in the text.
    7. Abbreviations and acronyms should be spelled out at first mention.
    8. Words to be set in italics (contrary to the rules of the style manual) should be set in italics, not underlined; sentence structure should be used to create emphasis.
    9. References are cited in the text as follows: (author(s), year of publication).
    10. The purpose of tables and figures is to present data to the reader in a clear and unambiguous manner. The author should not describe the data in the text in such detail that illustration or text is redundant.
    11. Figures and tables should be keyed to the text. Tables should each be typed on a separate sheet and placed at the end of the manuscript (after the references).
    12. Tables and figures should be numbered sequentially (e.g., Table 1, Table 2, and Figure 1, Figure 2) and include descriptive titles.

    Overarching criteria that reviewers will be asked to evaluate for each submission:

    1. Content: originality, usefulness in classroom, subject of ‘current’ importance/interest?
    2. Relevance across disciplines: if the piece is written from a particular disciplinary home, does it address explicitly its potential applicability to other disciplines and in other settings? Are the study’s findings too limited to that one specific field?
    3. Style: quality of writing, clarity, elegance, freedom from jargon, definitions of key terms, attention to the Currents submission guidelines, including APA format?
    4. Appropriateness of methodology and theoretical framework.
    5. Relevance of the sources/references and determination if they are “current.”
    6. Length: compatible with the type of submission and appropriate to the subject and scope of the piece?

    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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