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Transformative Dialogues: Teaching and Learning 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.

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.


Call for Submissions - Volume 11, Issue 3

Deadline for submissions:  June 1, 2018 (for November 2018 publication)

  • Do you teach or do research with a colleague in another country?
  • Do you collaborate with students, faculty or administrators at an institution(s) in another part of the world?
  • Have you travelled to other countries in a way that has influenced the way you teach?
  • Do you (or your institution) work with other countries to address issues of social justice?

If you said yes to any these questions, or other related lines of inquiry that integrate global experience(s) in teaching and learning, faculty/educational/academic development, organizational culture, or higher education, we ask you to consider turning your experiences into scholarship and including that work in an upcoming special issue of Transformative Dialogues.

Increasingly, as a society we participate in joint research and teaching activities, which include global exchange of students, staff, and faculty. Engaging in this work helps identify and address topics with worldwide importance. In this special issue, we are interested in international experience(s) that demonstrate making a positive impact, collaboration, reciprocity, and/or social responsibility. This may include undergraduate or graduate level experiences, programs, or partnerships.

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)

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

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