Write for the Journal

How to Submit an Article

The scholarship of teaching (SoTL) is 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.

We strongly recommend that potential authors familiarize themselves with the content and unique genre of scholarship published by Teaching Theology and Religion.

Sample Essays Available for Free Download
The first issue of each year is available for free download throughout the year. In addition, each issue includes an article that is available for free download. See as well the “Highlights Virtual Issue” with over 20 articles and 15 book reviews available for free download.

Instructions for Writing Outside Blind Peer Reviews
Many writers find it helpful to understand how their manuscript will be evaluated. These are the instructions we send out with articles for peer review

Points of Entry into the Scholarship of Teaching
This classic TTR essay by Patricia O’Connell Killen and Eugene V. Gallagher provides an overview of the types of essays that are published by the journal.

Significant Essays Describing and Analyzing the Scholarship of Teaching

Guidelines, Format, and Process for Submission

Book Reviews are now published on our free-access online site, Reflective Teaching.

Thomas Pearson
Editor, Teaching Theology and Religion
Associate Director, Wabash Center

The journal is divided into two sections:

(It is not necessary for authors to identify the section of their submission.)


Articles range from 5,000 to 7,500 words, or longer (15 to 25 pages, double-spaced).

Articles present arguments about a specific pedagogical issue and demonstrate its relevance to higher education religion or theology classrooms or institutions.

Articles often describe teaching practices that address a particular pedagogical challenge. Strong submissions of this sort provide and analyze various forms of evidence gathered from the classroom. Strong submissions place the issue within a wider field of scholarship on teaching and display careful self-critical reflection on the various pedagogical choices a teacher has made, as well as evidence of the results.

Articles should be about HOW to teaching, not simply what to teach. Articles about the what to teach are usually more concerned with the content and contours of the academic field or the characteristics of the religious phenomenon that is being taught — instead of how to teach it. Articles that argue for particular content in a course or curriculum are generally not successful unless they include substantive discussion and arguments regarding learning outcomes, students, and teaching contexts — that is, real pedagogical questions about how students learn.  

Articles are subject to blind peer review.

In the Classroom

This section provides shorter and often more immediately accessible essays that address concrete issues in classroom teaching practice.

“Notes from the Classroom” typically begin with an observed phenomenon or challenge in the classroom and proceed to propose a solution or response, describe its implementation, and assess its success.

Articles for “In the Classroom” are subject to internal editorial review and may also be sent out for blind peer review depending on the nature of the manuscript.

Submit a Teaching Tactic
In 400 words, describe a successful teaching tactic that you have used and that could be replicated by other instructors.

Submit a Metaphor for Teaching
What metaphor describes you as a teacher? What does your metaphor reveal about teaching and learning?

Often, manuscripts published in this section have been submitted in response to a Call for Papers or directly solicited by the journal’s editorial staff. Sometimes a panel of presentations at an academic conference can be published together as a “Forum” (although substantial revision is usually necessary to translate the text into a suitable style for an academic essay).

All “Classroom” manuscripts are subject to blind peer review.




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