About the Journal

Transformative Dialogues (TD) is a forum for conversations intended to foster the improvement of teaching and learning in post-secondary education. TD facilitates the multi-disciplinary intellectual debate and inquiry, exchange of ideas, actions, and results of innovative and professional practice in the Scholarship of Teaching and Learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. The international dialogues are focused on improving faculty and, therefore, student learning, and critical thought processes in their current and future lifelong learning. The editorial board recognizes that scholarship may play out differently in different disciplines, but, as Ernest Boyer pointed out in Scholarship Reconsidered (1992), the basic principles should be consistent.

The journal promotes the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. TD welcomes relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via interactive technologies.

We encourage a variety of digital formats that encompass:

  •     Scholarly (Inquiry) Articles (2,000 to 8,000 words)
  •     Personal or Speculative Reflections (500 to 3,000 words)
  •     Service and Community Projects (2,000 to 8,000 words)
  •     Artifacts including presentations, poetry, interviews, videos, images etc.
  •     Book Reviews (up to 1000 words)

Transformative Dialogues began in 2007 as an initiative arising out of the Carnegie Foundation’s Carnegie Academy on the Scholarship of Teaching and Learning (CASTL) Leadership Project (2006-2009). The journal's original home, Kwantlen Polytechnic University, was a member of the  Building Scholarly Communities cluster  of this initiative along with Queen’s University, Ryerson University, Southeast Missouri State University, University of Glasgow, and The Ohio State University (coordinating institution). 


Transformative Dialogues: teaching and learning journal and the articles by individual authors is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Authors retain copyright, and are permitted to self-archive the Pre-print, Post-print, or Publisher's Version/PDF of the works.

Based at Penn State. 

Permissions beyond the scope of this license may be available at http://www.kpu.ca/TD.