About the Journal


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 pointed out in Scholarship Reconsidered (1992), 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 3 times per calendar year. 


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 Penn State. 

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. 


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.