Mountain Rise, 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, Mountain Rise serves as an international vehicle for the Scholarship of Teaching & Learning (SoTL). Mountain Rise 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, Mountain Rise became an international SoTL journal with Review Board members from around the world who are strongly committed to SoTL. In 2009, Mountain Rise became available electronically through EBSCO host and listed in Cabell's directory of educational journals.
All submissions undergo a blind peer-review process.
We are not accepting submissions at this time.
Mountain Rise is currently restructuring our peer-review model to incorporate collaboration between authors and SoTL mentors. Please check back with this website often for more information.
Suggested Areas for Submissions
Mountain Rise 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 2 (2014)
Table of Contents
|A Bridge over SOTL Water: Narrowing the Gaps between Teaching and Learning|
|Abigail Elizabeth Wood|
|What Does the Non-Mathematics Intensive Major Think Mathematics Is?|
|Janelle Wilson, Carmen M. Latterell|
|Teaching for Understanding the Year Abroad: Thoughts on Fostering the Reflective Learner|
|Using Dialogue Journals in Mentoring Relationships: Teacher Candidates’ and Mentors’ Experiences|
|Shanna L Graves|
|Faculty Learning Community (FLC) on Student Leadership: Applying Student Voices to Leadership Development|
|Jie Zhang, Barbara LeSavoy, Lauren Lieberman, Leah Barrett|