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Transformative Dialogues: Teaching and Learning Journal

Until 2019, Transformative Dialogues had been published on the journal's webpage. We are pleased to report that we have now completed our transition to a fully managed on-line journal, which means that you can now find all of our issues, including the most recent one, in our on-line journal management system (OJS). This move allows for a more streamlined publication process,  more efficient searching through multiple issues, and easier access for authors, readers, and scholars.    

To access any Transformative Dialogues article, please follow this link:


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.

The journal promotes the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. TD welcomes relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via interactive technologies.


We encourage a variety of digital formats that encompass:

  • Scholarly (Inquiry) Articles (2,000 to 8,000 words)
  • Personal or Speculative Reflections (500 to 3,000 words)
  • Service and Community Projects (2,000 to 8,000 words)
  • Artifacts including presentations, poetry, interviews, videos, images etc.
  • Book Reviews (up to 1000 words)

The Transformative Dialogues editorial team is pleased to announce that we are moving all prior issues of the journal to their new home on our online journal management system (OJS).  This will make it easier for you, our readers, to access the collective wisdom of over ten years of writing about teaching and learning.  And it will make it easier for researchers to access the work of all of our contributing authors.

We are thankful to Karen Meijer-Kline and Beverly Whitcutt, of the KPU library, for all of their hard work in making this wonderful resource possible.

ISSN 1918-0853

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). Kwantlen was a member within 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). This journal has continued as part of the scholarly contributions of Dr. Balbir Gurm, Dr. Alice Macpherson, and everyone who has participated as an author or reviewer to promote increasing awareness and understanding of the Scholarship of Teaching and Learning.

Links to TD's other pages

Current Issue of Transformative Dialogues:

TD Past Issues:

TD Review Board Members:

Transformative Dialogues Future Themes:

TD Submission Guidelines:

TD Review Guidelines:

TD Submission Form:

Contact Transformative Dialogues:

Creative Commons License
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.
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