Choosing Where to Publish
Which criteria best describes your work?
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Your project involves a systematic study of teaching and learning that used established or validated criteria of scholarship?
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Your study is deliberate, planned, and intentional rather than observational and reflective?
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The objective of your project is to understand how various aspects of teaching can maximize learning by collecting and analyzing data?
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Others can take your work and refine it, replicate it, and build on it?
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You intend to submit your project for national peer review and publicly share the project results?
This type of project is categorized as the Scholarship of Teaching and Learning (SoTL). You should consider publishing this work in a national peer-reviewed journal.
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Are your results based on observation and reflection rather than on data analysis?
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Can your project help other instructors become more effective teachers?
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Are components of your project replicable in other courses?
This type of project is categorized as Scholarly Teaching and may be suitable for publishing in the Land-Grant Press — Teaching Section.
Publishing in Land-Grant Press
The Land-Grant Press — Teaching Section (LGP-TS) will publish articles that promote scholarly teaching. Scholarly teaching tends to be focused on effective teaching. It may lead to presentations or publications, but these are based on individual reflection. Articles published in LGP-TS are based on ideas that are translatable to other courses and teaching, such as innovations and contributions to teaching and reflection of instructional practices rather than research, giving instructors an opportunity to write about and share learning strategies, while building a community of teaching scholars. The overall objective of these articles is to improve teaching effectiveness. Authors will answer the question: “What did I do to improve my teaching that I want to share with others?” Instructors are invited to share learning strategies while building a community of teaching scholars.
Articles published in the Land-Grant Press — Teaching Section should:
- Convey scholarly teaching ideas and activities that may be beneficial to other instructors;
- Contain unique ideas and/or original practices that have a high degree of potential for adoption in other courses;
- Be based on reflection rather than research.
Examples may include:
- Specific lab and lecture activities
- Non-traditional methods of content delivery
- Unique grading techniques
- Creation of instructional aids
- Uses of technology
- Methods of promoting student achievement by improving comprehension and retention of subject matter
- Methods of improving student satisfaction
- Methods of improving student engagement
- Methods of improving classroom management
Articles published in the LGP-TS will undergo three peer reviews. Two internal: (1) LGP-TS consulting editor or one member of the CAFLS Teaching and Learning Committee, (2) faculty member from another college at Clemson, and One external: (3) Active member of the American Association for Agricultural Education (AAAE).
Publication rights are open to teaching faculty who are members of the College of Agriculture, Forestry and Life Sciences.
Articles should contain the following sections:
- Summary;
- Description of teaching activity with specific examples and step-by-step implementation instructions;
- Discussion of outcomes;
- Reflection of outcomes and discussion of other published results (must contain at least three peer-reviewed references);
- Discussion of the potential for adoption in other classes;
- Appendix (Optional);
- References cited.
