ABOUT JIR

Scope and Focus

JIR features theoretical and empirically-based research articles, critical reflection pieces, 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.

Editorial Advisory Board

• Amber Dailey-Hebert, PhD, Park University, USA, ADailey@park.edu
• Ann H. Taylor, PhD, Penn State University, USA, atb3@psu.edu 
• Emily Donnelli-Sallee, PhD, Park University, USA, Emily.sallee@park.edu
• Eric Klein, Ph.D, Ashford University, USA, Eric.Klein@ashford.edu
• Meredith Rae Critchfield, PhD, Grand Canyon University, USA, Meredith.Critchfield@gcu.edu
• Steven J. McGahan, M.S.Ed, University of Nebraska, Kearney, USA, Mcgahansj@unk.edu

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.