Journal of College Teaching & Learning

ISSN 1544-0389 (print); ISSN 2157-894X (online) · Published since 2004

Focus and Scope

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.

TLC is a widely cited, open access journal that is essential reading for academic education researchers and education professionals. Articles may include but are not limited to academic advising, adult education, counseling, curriculum development, distance education, early childhood education, education policy and leadership, educational administration, and teacher education.

Published Issues (Open Access) pdf-icon-transparent-background2 

All journal articles are available free of charge. To browse and/or download published articles, select from the following:

 

How To Cite This Journal

Please cite this journal as “Journal of College Teaching & Learning” in your references.

Submissions & Manuscript Guidelines

Articles submitted to the Clute Institute for possible journal publication are subjected to a double-blind, peer review process. For submission information and manuscript guidelines, please visit this page.

Section Policies

Articles Open Submissions Indexed Peer Reviewed

Editorial Team

Editor-in-Chief
Jeanne L. Higbee, Ph.D., University of Minnesota, Twin Cities, United States

Editorial Advisory Board
Gahan Bailey, University of South Alabama, United States
Octavian Barna, Galati Dunarea de Jos University, Romania
James E. Bartlett II, University of South Carolina, United States
Amy Barton, University of Minnesota, Twin Cities, United States
Ellyn Couillard, Paine College, United States
Amy Hsu, State University of New York – College of Old Westbury, United States
Amy Lee, University of Minnesota, Twin Cities, United States
Benton “Bud” E. Miles, University of North Carolina, Greensboro, United States
Molly Minkkinen, University of Minnesota, Duluth, United States
Karen Myers, Saint Louis University, United States
Viviane Naimy, Notre Dame University Loueize, Lebanon
Jennifer Schultz, Metropolitan State University, United States
Victor Selman, American University, United States
Murat Pasa Uysal, Turkish Military Academy, Turkey

Reviewers
Maynard “Tony” Bledsoe, Meredith College, United States
Deborah Gill, Pennsylvania State University – DuBois, United States
Ann T. Hilliard, Bowie State University, United States
Russell D. Kashian, University of Wisconsin, Whitewater, United States
Kristen Kim Loutzenhiser, Barry University, United States
Karen Loveland, University of Texas, Corpus Christi, United States
Jalane Meloune, Barry University, United States
Benton “Bud” E. Miles, University of North Carolina, Greensboro, United States
Jose Mondejar-Jimenez, University of Castilla – La Mancha, Spain
Joesph S. Morrell, Metropolitan State College of Denver, United States
Viviane Naimy, Notre Dame University Loueize, Lebanon
Chynette Nealy, University of Houston, Downtown, United States
Enrique Ortiz, University of Central Florida, United States
Dennis L. Payette, Adelphi University, United States
Norman E. Pence, Metropolitan State College of Denver, United States
Robert Preziosi, Nova Southeastern University, United States
Kizhanatham V. Ramaswamy, Texas Southern University, United States

Policies

Authors, Editors, and members of the Editorial Team are expected to abide by all Clute Institute policies, including our Code of Publication Ethics, our Plagiarism Policy, and our Open Access Policy. For more information about these policies, visit our “About” page, or click here.

Indexing

  • ABI Inform
  • Australian Research Council (ARC)
  • Cabell’s Directory (Educational Psychology & Administration and Educational Technology & Library Science Directories)
  • EBSCO Discovery
  • EBSCO’s Education Research Complete
  • Education Resources Information Center (ERIC)
  • Google Scholar
  • J-Gate
  • Modern Languages Association
  • ProQuest
  • Science Directory
  • Ulrich’s Periodicals

Copernicus Journal Master List impact rating for 2012: 5.85

Acceptance Rate

The overall acceptance rate for the Journal of College Teaching & Learning is 21% to 30%.

Publication Frequency

TLC is published quarterly. Months of distribution are: January, April, July, and October.

Download Frequency

Note: The number of downloads found below are understated. Our journals were first uploaded open access in July of 2011 and we do not have download data prior to that date. Download frequencies are updated on a quarterly basis.

Downloads Per Journal (as of June 2014)
Articles published in this journal have been downloaded an average of 751 times. Click here for more details.

Downloads Per Article (as of June 2014)
For a listing of downloads per article, please click here.