About the Journal

Description

Transformative Dialogues (TD) is a forum for conversations intended to foster the improvement of teaching and learning in post-secondary education. TD facilitates the multi-disciplinary intellectual debate and inquiry, exchange of ideas, actions, and results of innovative and professional practice in the Scholarship of Teaching and Learning.

These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. The international dialogues are focused on improving faculty and, therefore, student learning, and critical thought processes in their current and future lifelong learning. The editorial board recognizes that scholarship may play out differently in different disciplines, but, as Ernest Boyer (1992) pointed out in Scholarship Reconsidered, the basic principles should be consistent.

We encourage a variety of digital formats that encompass:

  • Scholarly (Inquiry) Articles (approximately 4,000 to 8,000 words)
  • Personal or Speculative Reflections (approximately 3,000 words)
  • Dialogues (flexible)
  • Artifacts including presentations, poetry, interviews, videos, images, etc.

There are no fees associated with publication in Transformative Dialogues. 

The journal is typically published 2 times per calendar year. 

History

Transformative Dialogues began in 2007 as an initiative arising out of the Carnegie Foundation’s Carnegie Academy on the Scholarship of Teaching and Learning (CASTL) Leadership Project (2006-2009). The journal's original home, Kwantlen Polytechnic University, was a member of the  Building Scholarly Communities cluster of this initiative along with Queen’s University, Ryerson University, Southeast Missouri State University, University of Glasgow, and The Ohio State University (coordinating institution). The journal is currently housed at The Pennsylvania State University.

Recurring Decoding the Disciplines issue

Decoding the Disciplines is an approach to the scholarship of teaching and learning (SoTL) that focuses on identifying barriers to learning and helping students to overcome them through scaffolding pedagogical practices and assessing results. A key part of this approach is using dialogue to uncover the mental moves with which learners struggle, recursively interrogating where we can make the reasoning required for difficult tasks and concepts clearer and scaffold them for learner success. The recurring issue will capture the current state of the work and inspire a new generation of scholars to join in the endeavor for the thriving Decoding Learning Community—instructors, teachers, faculty developers, and administrators around the world who intend to build on it. The Decoding issue will encompass the related topic of Disrupting, focused on the bottlenecks of racism, implicit bias, colonialism, and identity.

We welcome articles on both theoretical examinations and particular applications related to Decoding and Disrupting in the following categories (4,000 to 8,000 words):

  1. Applications of Decoding (Decoding in action)
  2. Scholarly (Inquiry) Articles (Empirical research including assessments)
  3. Advancing Decoding (Reflections, essays, theoretical examinations of Decoding, planned change, and the network of Decoders and Disruptors)
  4. Artifacts including presentations, poetry, interviews, videos, images, etc.

Timeline:

  • Submissions due March 1
  • Initial reviews due April 1
  • Revisions due June 1
  • Issue published in summer 2025

Submissions for the Decoding issue will be peer reviewed and should follow the policies and author guidelines for Transformative Dialogues

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party besides the Journal and the Publisher. 

Copyright 

Transformative Dialogues: Teaching and Learning Journal and the articles by individual authors is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Authors retain copyright, and are permitted to self-archive the pre-print, post-print, or publisher's version/PDF of the works.