ABOUT JIR

Scope and Focus

JIR features theoretical and empirically-based research articles, case studies, and classroom innovations relevant to best practices in post-secondary instruction (including teaching, learning and assessment). Manuscripts must be supported with theoretical justification, evidence, and/or research; qualitative and quantitative inquiry methods are appropriate. Manuscripts must be appropriately grounded within relevant literature.

Target Audience

Manuscripts published in JIR are relevant to a broad audience of college faculty and administrators. Readers benefiting from JIR include full-time, part-time, face-to-face, hybrid, and online faculty. As a cross-disciplinary journal, JIR emphasizes topics and articles that are generalizable across a range of disciplines.

2022 Special Edition

This year marks the 10^th Anniversary of the Journal of Instructional Research. We humbly thank you for 10 years of   scholarly dialogue concerning innovative teaching, learning and assessment strategies in higher education. It has been our pleasure to be part of the research journey for so many talented scholars. 

To celebrate the achievements of the last 10 years, we announce a Special Edition: Mentorship/First Time Authors. We would like to continue to invite those early contributors to continue on their research journey as mentors leading those newer to the research. The topics for the issue remain the same as in the past; however, we are looking for authors to pair as mentor/mentee to generate a manuscript. 

Prospective authors are invited to submit manuscripts for possible publication in the Journal of Instructional Research (JIR). JIR publishes original material highlighting faculty research relevant to best practices in post-secondary teaching, learning and assessment. As is the nature of refereed journals, acceptance and publication of original manuscripts is a competitive process. 

As educators, it is important to discover, reflect, and share teaching strategies with our colleagues and the collective community of teacher-scholars. As such, SoTL includes a broad range of pedagogical topics including:

• Teaching Strategies
• Curriculum
• Assessment
• Technology Integration
• Active Learning Strategies
• Pedagogy
• Student Engagement
• Teaching Critical Thinking
• Student Learning
• Motivation

As such, presentations will all focus on issues relevant to the Scholarship of Teaching and Learning. For example, topics might include:

• Hybrid Classrooms
• Engaging Students in a Large-Enrollment Classroom
• Classroom Management Strategies
• Service-Learning Projects
• Classroom Assessment Techniques
• Classroom Design
• Online Teaching Strategies
• Teaching Exceptional Students

To submit your manuscript for publication consideration, view the submission guidelines and link at: http://cirt.gcu.edu/jir/submissionguidelines. Deadline for submission  is February 1, 2022.

Those who would like an opportunity to showcase their collaboration and obtain feedback from peers may wish to submit a short presentation to the GCU Teaching Showcase as well: https://cirt.gcu.edu/research/publication_presentation/gcuconferences/ts

Editorial Advisory Board

• Amber Dailey-Hebert, PhD, Park University, USA, AD[email protected]
• Ann H. Taylor, PhD, Penn State University, USA, [email protected] 
• Emily Donnelli-Sallee, PhD, Park University, USA, [email protected]
• Eric Klein, Ph.D, Ashford University, USA, [email protected]
• Meredith Rae Critchfield, PhD, Grand Canyon University, USA, [email protected]
• Steven J. McGahan, M.S.Ed, University of Nebraska, Kearney, USA, [email protected]

Journal of Instructional Research (JIR) is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of Open Access.