About the Journal
Focus and Scope
The objective of this journal is to publish articles focused on promoting student learning. Articles should address themes concerning effective practices in teaching and learning. The JRPCT reflects the breadth of research in the scholarship of teaching and learning. We accept articles in the following categories.
- Empirical Studies: formal research projects using appropriate empirical methods for examining a particular research question. Acceptable articles establish a research rigor that leads to a significant new understanding of pedagogy.
- Literature Reviews: reviews should illuminate new relationships and understanding of the area under review. Literature reviews include meta-analysis, analytical, and integrated reviews.
- Case Studies: case studies should focus on an intense analysis of a specific teaching situation or problem that led to a solution. Case studies should have the following components:
- Describe the teaching situation or problem.
- Discuss solutions attempted.
- Explain Quantitative or qualitative assessment of the effectiveness of the solution.
- Reflect on the implications for student learning.
- Personal Reflections on Teaching Practice: personal reflections are an account of how an instructor has promoted a change in their teaching. The style of these narratives of inclusive teaching is the “personal essay.” It is distinct from the formal academic essay in that it is frank with the reader that the essay is not neutral, objective, or speaking for a group.
- Explain the teaching strategy used previously.
- Describe how teaching the course changed.
- Explain what worked well and why this change can become a regular part of your teaching practice or why the attempt did not work, and what might change moving forward.
Peer Review Process
Authors receive an acknowledgment email after the submission of the manuscript. After a brief editorial review to determine the manuscript's appropriateness for the journal, the manuscript will be blind peer-reviewed by two members of the Review Board against established criteria. The review process will take 2 or 3 months. At the conclusion of the review process, authors will receive notification regarding the status of their manuscripts: accept as is, revise and resubmit, or do not accept, in addition to substantive feedback from the reviewers. The authors will then revise the manuscript, should that be required. Editors will then review the revised manuscript to assess appropriateness for publication. Should the manuscript be approved, it will then be copyedited and sent to the authors for their final review.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
The Academy of Fellows for Teaching and Learning (AFTL) is a University of Cincinnati (UC) organization that promotes scholarly teaching and learning. It is affiliated with the University Center for the Enhancement of Teaching and Learning, the UC Blue Ash College Learning and Teaching Center, and the Provost’s Office.
The journal was brought about by a group of AFTL faculty members who were committed to forging a new publication venue to highlight the importance of innovative research in teaching and learning. The first issue was published in 2016, with articles primarily authored by UC faculty. It has since expanded to provide a platform for international scholarship.