MountainRise, an open, peer-reviewed, international electronic journal, is published twice a year by the Coulter Faculty Commons for Excellence in Teaching & Learning at Western Carolina University.
Originating in the ancient mountains of western North Carolina, MountainRise serves as an international vehicle for the Scholarship of Teaching & Learning (SoTL). MountainRise applies insightful scholarly methodologies to the processes of teaching and learning, The aim of the journal is to foster a higher education culture that embraces innovation in teaching and learning.
With the 2005 Fall/Winter issue, MountainRise became an international SoTL journal with Review Board members from around the world who are strongly committed to SoTL. In 2009, MountainRise became available electronically through EBSCO host and listed in Cabell's directory of educational journals.
All submissions undergo a blind peer-review process.
Call for Papers -- Fall 2013 Issue of MountainRise
Submissions are invited for the upcoming Fall Issue. Submission deadline is September 1, 2013.
Suggested Areas for Submissions
MountainRise is particularly interested in publishing articles that fit our mission to provide relevant and cutting edge SOTL to an international audience in higher education. There are several general SOTL journals out there, and we believe that we stand apart because of our emphasis on pushing the envelope in terms of form, content, and method for SOTL. Although we accept good SOTL of any kind, we particularly welcome SOTL that challenges our conventional ideas of scholarship in teaching and learning.
Articles are to focus upon research in any area of pedagogy or focus upon current issues in teaching & learning and the practical implications of that research for teaching and learning in higher education. Some possible directions include but are not limited to the following:
- Explain a particular problem in teaching and/or the learning experience and, based upon research, provide a solution with justification and results and how those results are to be understood
- Present a personal case study or pedagogical problem, how and why it was researched as it was, the results, and the evaluation of those results with suggestions for further changes
- Explain the perspectives and expectations of students today on teaching & learning based upon measured investigation, interviews, etc. and what are their reasons and the implications of those perspectives for faculty
Each issue may also publish 1-2 non-scholarly reflections about the nature, art, meaning, spirit, experience of teaching or why SoTL is of value today. (Length: 1000-1500 words.)
Each issue may contain 1-2 book review of works relevant and/or useful to our international readership. The journal requests books for review from publishers and designates reviewers for those titles (Length: 1000 words).
Back Issues: Archives of previous editions are available above.
Vol 8, No 1 (2013)
Table of Contents
|Two Peas in a POD: Faculty Development and the Scholarship of Teaching and Learning|
|Enhancing Teaching & Learning: Harnessing Written Comments on Evaluations|
|Lorraine S. Gilpin|
|An Investigation of Course Requirements and Student Motivation to Complete Required Readings|
|Victoria Budzinski McMullen|
|Symposium to Celebrate Teaching and Learning at the University of the Pacific|
|Collaborative Teaching in a General Curriculum Seminar: An Assessment of Faculty Outcomes|
|Jeremiah B Wills, Christine L Allegretti|
|Using Economics Blogs to Teach Economic Principles|
|James Ullmer, Stephen Miller|
|Review of "Teaching with Classroom Response Systems: Creating Active Learning Environments"|