About the Journal

The Journal on Centers for Teaching and Learning represents an opportunity for Centers for Teaching and Learning (CTL) staff to engage in conversations, explore their relevance to their own institutional situations, and imagine new possibilities to take back to these institutions — not to mention new ways of looking at the conversations already at work there. While multiple publications deal with pedagogical issues in specific fields and with issues addressed by CTLs more broadly, JCTL is designed to focus on the operations, achievements, and potentials of CTLs themselves.

JCTL provides a space not only through which CTL workers can report on the ways such centers might, and have already, intervened in the nooks, crannies, and center stages of their institutions to improve the educational experiences of students, but also provides space for contributors and their readers to examine the many nooks, crannies, and stages of CTL work itself.  JCTL provides space and time for those involved with teaching and learning centers to think deeply about their role and possible roles and to share and debate ideas on how best to develop and maintain pedagogical innovations at their respective campuses.

 The Journal on Centers for Teaching and Learning considers manuscript submissions that:

  • highlight, analyze, and document the role of CTLs in fostering enhanced student learning;
  • theorize ways CTLs might help faculty develop scholarly intersections amongst their teaching, research, and service agendas;
  • debate the degree to which CTLs might serve as political entities on campus -- proposing changes in workload or grading policies, for instance;
  • theorize the function of CTLs' material spaces and ways to utilize their location on campus to best influence pedagogical practices;
  • exchange stories about their centers' origination and governance;
  • discuss creative ways of conducting the "everyday" business of CTLs -- awarding faculty prizes, disseminating grant monies, selecting directors, making attempts to involve non-participating faculty and staff, maintaining a website and publishing newsletters, advertising events;
  • consider means for involving students in CTL functions;
  • explore the best methods of assessing the impact of CTL initiatives and conveying their success to campus administrators;
  • consider ways particular CTLs might extend beyond campus borders to involve area schools and other community sites in the development of teaching and learning innovations;
  • suggest ways CTLs might help explicate pedagogical innovations to the public;
  • articulate other issues concerning the role of CTLs.