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Hindsight is always 20/20. This quote is very applicable to this time of year university faculty as the Fall semester begins to wind down and we start to plan for the upcoming Spring semester. This unique overlap of time gives us the opportunity to reflect on teaching approaches, strategies, and assignments that have been effective and those that we wish to adjust to improve their instructional impact. As I engage in this process, I often look to outside sources and other faculty for ideas about how to modify my course topics, assignments or teaching approaches to produce a better result for students whether that is improving their conceptual understanding or ability to perform specific skills. Many of us attend campus workshops, participate in webinars, and travel to professional conferences to obtain information for improving our teaching, there are also many print and electronic resources as well. This edition of the ITLE newsletter provides information on teaching resources available to faculty from journals on teaching to eNewsletters. In addition, these resources can not only help you improve your teaching but they are great avenues to share with others what you are doing to improve student outcomes in your classes and programs. I hope you find something that is helpful to you - -if you know of a great teaching resource that is not listed here, let me know, we will add it to the list.
Christine Ormsbee
Asst. Provost & Director, ITLE
Ormsbee@okstate.edu

Journals on Teaching
Active Learning in Higher Education is an international, peer reviewed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to all aspects of development, innovations and good practice in higher education teaching and learning, including the use of information and communication technologies and issues concerning the management of teaching and learning.

Cognition and Instruction focuses on the study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.

Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). Now in its fifth volume, the intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.

College Teaching publishes peer-reviewed articles on how instructors across all academic disciplines can improve student learning. Each issue includes practical ideas and new strategies for successful teaching. Topics may range from research on teaching methods, educational technologies, classroom management, and assessment and grading, to faculty development, course design, and interdisciplinary teaching. The Quick Fix page presents easily implemented techniques for dealing with common problems. Commentaries provide thoughtful reflections on teaching. As a source of the best and latest scholarship on teaching and learning, College Teaching offers ideas that can be implemented in the next class meeting as well as inspiration that can promote effective teaching semester after semester.

Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts.

International Journal for the Scholarship of Teaching & Learning is an open, peer-reviewed, international electronic journal published twice a year by the Center for Excellence in Teaching at Georgia Southern University to be an international vehicle for articles, essays, and discussions about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education today.

The International Journal of Teaching and Learning in Higher Education provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is the dissemination of knowledge for improving higher education pedagogy.

The Journal of College Teaching & Learning (TLC) publishes papers that significantly contribute to the understanding of all aspects of teaching and learning issues and related fields. Using a wide range of research methods including statistical analysis, analytical work, case studies, field research and historical analysis, articles examine significant research questions from a broad range of perspectives. The intent of TLC is to publish papers that significantly contribute to the knowledge of teaching & learning at all levels.

The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base

The Journal of the First-Year Experience & Students in Transition is a semiannual refereed journal providing current research and scholarship on the first college year and other student transitions. The Journal publishes definitive scholarship by respected higher education researchers about the factors that relate to student success.

The Journal of the Learning Sciences provides a multidisciplinary forum for the presentation of research on learning and education. The journal seeks to foster new ways of thinking about learning that will allow our understanding of cognition and social cognition to have impact in education. It publishes research articles that advance our understanding of learning in real-world situations and of promoting learning in such venues, including articles that report on the roles of technology can play in promoting deep and lasting learning. The Journal of the Learning Sciences promotes engaging and thoughtful participation in learning activities, and articles reporting on new methodologies that enable rigorous investigation of learning in real-world situations.

The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.

The Learning Communities Journal is a peer-reviewed journal designed to share research about, experiences with, and student and faculty learning through learning communities. The Journal provides a scholarly, written forum for discussion about all areas affecting faculty and student learning communities, and gives community participants the opportunity to share proven, innovative strategies and thoughtful, inspirational insights.

The National Teaching & Learning Forum covers the breadth of college teaching and learning issues. The Forum builds and supports an ongoing conversation about teaching and learning on campus.

New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.

The Teachers College Record is a journal of research, analysis, and commentary in the field of education.

Teaching in Higher Education is an international, peer-reviewed journal. The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching.

The Teaching Professor is a lively, practical newsletter with a singular purpose: to provide ideas and insights to educators who are passionate about teaching

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