New Open Access Online Journal on Teaching
Inaugural issue: January 2020.
The Wabash Center Journal on Teaching sustains the Wabash Center’s leadership established by 21 years of editing “Teaching Theology & Religion” (published by Wiley).
We have transferred our entire editorial-team over to the new journal, to continue the same commitment to critical reflection on classroom teaching practice that was the hallmark of TTR over the past 20 years.
Please submit manuscripts through the online portal of the Wabash Center’s journal to begin the editorial review process toward publication in The Wabash Center Journal on Teaching.
The Wabash Center Journal on Teaching publishes the scholarship of teaching (SoTL) in the fields of theological and religious studies, in both undergraduate and theological education contexts. The journal carries forth a particular type of academic writing in which teacher-practioners critically reflect on their teaching practice — surfacing their assumptions and analyzing their pedagogical intentions and designs.
All manuscripts published in the journal are subject to blind peer review.
The full content of this open-access journal is freely available online — free both for authors and readers. Authors retain full copyright of their published manuscript.
Inaugural Issue: January 2020 (vol. 1, no. 1)
Submit manuscripts now to begin editorial review process
Editor: Thomas Pearson, Wabash Center (email@example.com)
- Eugene V. Gallagher, Connecticut College (emeritus)
- Kwok Pui Lan, Candler School of Theology
Editorial Assistant: Joy Harlos, Wabash Center (firstname.lastname@example.org)
Copy and Proof Page Editor: Karen Myers (email@example.com)
- Pedagogical Challenges in Teaching ESOL/Multilingual Writers in Theological Education
- Responses to Lucretia B. Yaghjian’s “Pedagogical Challenges in Teaching ESOL/Multilingual Writers in Theological Education”
- Site Visits in Interfaith and Religious Studies Pedagogy: Reflections on Visiting a Hindu Temple in Central Pennsylvania
- Learning for Oneself: A Confucian-Inspired Case for Moral Formation in Ethics Pedagogy
- Lost in the Great Divide: Motivation in Religious Studies Classrooms
- Decentered Online Bible Instruction: How Active Learning Enhances the Study of Scripture
- Greenscreen Teaching: institutional instability and Classroom Innovation
- Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms
- Embodied Learning: Teaching Sexuality and Religion To a Changing Student Body