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*Currents in Teaching and Learning**, *a peer-reviewed electronic journal
that fosters exchanges among reflective teacher-scholars across the
disciplines, welcomes *submissions for its Spring 2019 issue *(Volume 10,
Number 2).  We consider all submissions that address new approaches to
theories and practices of teaching and learning.

Each year we release two issues of *Currents*, an open-ended Fall issue and
a themed issue in the Spring. * We welcome all teaching and
learning-related submissions for the Fall Issues.*



*The theme for the Spring 2019 issue is “Globalizing learning.” *With the
intensifying clash between nationalism and globalization, the issue of how
to incorporate consciousness of global issues and trends into college
education has become ever more critical.  For this issue, we invite
submissions that address this issue from theoretical and/or practical
perspectives. *Some questions that might be addressed include (but are not
limited to):*

·       What constitutes “global learning”, and what implications might
this have for the nature, substance, content, and methods of tertiary
education?

·       What kinds of approaches can be used to integrate global knowledge
and skills into teaching and learning across the disciplines?

·       In what ways can global and local forms of knowledge construction
be related in classroom and extra-curricular modes of teaching and
learning?



*Looking ahead, the theme for the Spring 2020 issue is “Digital
Pedagogies.” *With their proliferation, diversification, and ever-growing
importance in students’ lives, digital technologies present a limitless
horizon of opportunities and challenges for educators.  As emerging
technologies disrupt established spaces, dynamics, and institutions of
learning, it becomes ever more urgent for instructors to reflect critically
on how to incorporate digital tools and mediums into pedagogical
practices.



*Some questions that might be addressed include (but are not limited to):*

·       How do digital technologies inform issues of accessibility,
inclusiveness, and diversity in higher education?

·       In what ways do digital pedagogies shape or reshape dynamics,
structures, and hierarchies that are embedded in the academic learning
environment?

·       Are there strategies and concepts that can guide instructors in
aligning the bewildering array of emerging technologies with fundamental
principles of rigorous learning?

·       How do we pedagogically navigate the intersection of digital media
and information literacy?

·       Are there demonstrably effective ways to integrate face-to-face
with digital learning environments?

·       What considerations should inform the selection and use of digital
technologies in online, hybrid, and/or course design?





*Submissions may take the form of:*

·      *Teaching and Program Reports: *short reports from different
disciplines on classroom practices (2850–5700 words);

·      *Essays:* longer research, theoretical, or conceptual articles and
explorations of issues and challenges facing teachers today (5700 – 7125
words);

·      *Book Reviews: *send inquiries attn: Kisha Tracy, Book Review
Editor. No unsolicited reviews, please.



We welcome both individual and group submissions.  All submissions must be
original, previously unpublished work and, if based in a particular
academic discipline, must explicitly consider their relevance and
applicability to other disciplines and classroom settings.



*Submissions Deadlines:*

*Spring 2019 issue: December 15, 2018*

*Fall 2019 issue: August 15, 2019*

*Spring 2020 issue: December 15, 2020*



Submissions received after these dates will be considered on a rolling
basis and for the following issue.



*Currents in Teaching and Learning* is a peer-reviewed electronic journal
that fosters non-specialist, jargon-free exchanges among reflective
teacher-scholars. Published twice a year and addressed to faculty and
graduate students across the disciplines, *Currents* seeks to improve
teaching and learning in higher education with short reports on classroom
practices as well as longer research, theoretical, or conceptual articles,
and explorations of issues and challenges facing teachers today.



For essays and teaching and program reports, send all inquiries to Editor
Martin Fromm at *[log in to unmask] <[log in to unmask]>*.  For
book reviews, send all inquiries to Book Review Editor Kisha Tracy at
*[log in to unmask]
<[log in to unmask]>*. For submission guidelines, visit our website
at *www.worcester.edu/currents <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.worcester.edu_currents&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=_TjMZXzbcNw365F5pv566CUBqW_gW9H-RLn2FxDQ0FY&s=c9CwXkz96Jt6bKVeMBPdmwlwpc1o4g7DhtzMH9uejcs&e=>*.



*Currents in Teaching and Learning* is a publication of Worcester State
University, Worcester, Massachusetts, USA.   *ISSN: 1945-3043*




-- 
Martin Fromm

Assistant Professor of East Asian History
Department of History and Political Science
Editor of *Currents in Teaching and Learning*
Co-Organizer of the Shared Scholarship Series

Worcester State University
*[log in to unmask] <[log in to unmask]>*

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