As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
All authors agree to make the submission fully open access.
The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
The submission file is in Microsoft Word or other standard document file format.
Where available, full citations for the references have been provided.
The text is single-spaced; uses a 12-point font; employs italics rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
Author Guidelines
Collaborative Peer Review
CSSB SoTL has adopted a collaborative peer review approach (Punteney, 2019). Peer reviewers play a crucial role in ensuring the quality and integrity of case studies and scholarly blogs published in the CSSB SoTL (Scholarship of Teaching and Learning) journal. The goal of this peer review is to foster professional development in readers. Peer reviewers meticulously assess each submission to guarantee that the case studies and blogs meet the CSSB SoTL criteria and guidelines which include a clear focus on teaching and learning, a well-defined methodology, and a thorough analysis of the findings.
Peer reviewers are responsible for protecting the anonymity of case studies and scholarly blog subjects. They work diligently with authors to ensure that any identifying information is removed to protect the privacy and confidentiality of subjects. This is essential to maintain ethical standards and to foster trust between researchers and their subjects.
Peer reviewers provide valuable feedback and suggestions to strengthen the clarity and coherence of the writing. They offer constructive criticism and guidance to help authors refine their arguments, improve the organization of their manuscript, and enhance the overall readability of their work. By engaging in this collaborative process, peer reviewers and authors work together to show their commitment to professional development and produce high-quality, well-written case studies and scholarly blogs that contribute meaningfully to the field of scholarship of teaching and learning and learn mutually from such experiences.
Reference: Punteney, K. (2019). The International Education Handbook: Principles and Practices of the Field. Washington, D.C.: NAFSA: Association of International Educators.
The names and email addresses entered when you register with CSSB SoTL will be used exclusively for the stated purposes of this publication and will not be made available for any other purpose or to any other party.
