Submissions

Author Guidelines

Authors are invited to make a submission to this journal. All submissions will be assessed by an editor to determine whether they meet the aims and scope of this journal. Those considered to be a good fit will be sent for peer review before determining whether they will be accepted or rejected.

Before making a submission, authors are responsible for obtaining permission to publish any material included with the submission, such as photos, documents and datasets. All authors identified on the submission must consent to be identified as an author. Where appropriate, research should be approved by an appropriate ethics committee in accordance with the legal requirements of the study’s institution.

An editor may desk reject a submission if it does not meet minimum standards of quality. Before submitting, please ensure that the type of submission is appropriate for the section selected. The title should be concise and the abstract should be able to stand on its own. This will increase the likelihood of reviewers agreeing to review the paper. When you’re satisfied that your submission meets this standard, please follow the criteria below to prepare your submission. Please read our formatting guidelines in preparation for submitting your manuscript.

NOTE: PIP follows APA Style Journal Article Reporting Standards (APA Style JARS) and we advise authors to consult JARS–Race, Ethnicity, and Culture: Table 1 (apa.org) for additional guidelines.

Types of Submissions

PIP welcomes submissions in the following categories:

• SoTL Research Papers presenting evidence-based work including original results or arguments relevant to teaching and learning in Canadian higher education (5,000–8,000 words, including references). See more here.
• SoTL Research Briefs presenting early findings or methodological innovations of ongoing teaching and learning /research projects in Canadian higher education (1,500–2,000 words, including references). See more here.
• SoTL Essays that focus on issues related to the development, use, and support of SoTL in post-secondary education (3,000–5,000 words, including references). See more here.
• Book Reviews on issues related to the development, use, and support of teaching and learning in post-secondary education (700–1,000 words, including references). We welcome reviews on books with relevance for the Canadian context. See more here. Contact us for suggested books for review.
• SoTL Conversations focused on conversations among educators about current and emerging teaching practices in the Canadian context, grounded in theoretical and methodological principles for learning (3,000–5,000 words, including references). See more here.

Eligibility

Before submitting any work to Pedagogical Inquiry and Practice, please ensure that the journal is the most appropriate publishing venue for your project.

• The journal publishes scholarly works—hereafter referred to as manuscripts—on teaching and learning in higher education contexts. Manuscripts focusing on primary and/or secondary education are not accepted.
• The manuscript must be original, unpublished, and not submitted for publication elsewhere. Copyright of the work must not be previously assigned.
• Submission of a manuscript implies a commitment to publish in the journal. Manuscripts must not have been published elsewhere in substantially similar form or with substantially similar content. Submission to an institutional repository does not constitute prior publication. Authors in doubt about what constitutes prior publication should consult the Editor-in-Chief.
• All contributing authors must consent to publication in Pedagogical Inquiry and Practice under the journal’s Creative Commons Attribution NonCommercial copyright license.
• The work must not infringe any valid copyright or other proprietary right of any other person.
• The work must not contain libelous, defamatory, or other unlawful material.
• If the work includes any copyrighted material not in the public domain, you as the author(s) will obtain the reprint permissions and provide them to the Journal on or about the time work is published pending acceptance to the Journal.
• Research papers and research briefs involving human participants or specimens should include a statement within the body of the manuscript indicating that the required ethics clearances were received for the work.
• If you have any questions about the eligibility of your submission, email the Editor-in-Chief at pip@macewan.ca.

Review Policy

Pedagogical Inquiry and Practice employs a double-blind peer review process. Authors must ensure that identifying information is removed. The authors of the document have deleted their names from the text, with “Author” and year used in the references and footnotes, instead of the authors’ name, article title, etc. The authors of the document have removed personal information from the file properties by taking the following steps suggested by Microsoft Word for Windows: 

• Go to File - Select Info - Click on Check for Issues - Click on Inspect Document - In the Document Inspector dialogue box, select the check boxes to choose the type of hidden content that you want inspected - Click Remove All - Click Close - Save the document

Policy Statement on the Use of Generative AI in Composing Manuscripts

Pedagogical Inquiry and Practice acknowledges the rapid advancement of artificial intelligence (AI) technologies and their potential to contribute to the research community. Generative AI has become a tool that can assist authors in the creation of manuscripts. To ensure the integrity of the research process and the quality of published articles we ask that you indicate if and how generative AI contributed to the development of the manuscript.