The Center for Excellence in Learning and Teaching (CELT) has introduced the International Journal of Transformative Teaching and Learning in Higher Education (IJTTL), a new platform designed to foster innovation and elevate teaching practices across the globe. The journal aims to bridge the gap between research and practical applications in faculty development, ensuring that the latest educational research reaches those who can put it into action — educators in the classroom.
“We will use these connections—to professional organizations, conferences, and individual colleagues on LinkedIn and other professional groups—to promote the journal to a broad audience that we hope to see grow exponentially,” Dr. Rose Tirotta-Esposito, the director of CELT, wrote in an email to The Statesman. “IJTTL is committed to transforming research into actionable and effective faculty practices. Our aim and scope reflect this mission, stating that we seek ‘contributions that will advance research and practice in higher education worldwide.”
To promote this mission, the journal uses a variety of strategies, including community connections and conference presentations.
“With a focus on practical applications, our articles are designed to appeal to a broader audience of instructors seeking effective teaching methods,” Tirotta-Esposito wrote. “Connecting research to classroom practices is essential for supporting faculty.”
As higher education evolves, especially in the digital age, IJTTL aims to contribute to the broader conversation about reimagining teaching and learning in the 21st century.
“The journal will serve as a critical platform for exploring how generative [artificial intelligence (AI)], active learning, online student success and accessible content creation are reshaping higher education,” Tirotta-Esposito wrote. “We are committed to shaping the future of teaching practices and offering faculty development resources that keep pace with modern educational needs.”
“IJTTL is open access, peer-reviewed, with no fees associated with the publication process,” Dr. Kimberly Bell, the teaching assistant development specialist at CELT, wrote in an email to The Statesman. “This ensures our platform has minimal barriers for both authors and readers.”
The creation of IJTTL was directly inspired by faculty feedback, particularly from those who expressed the need for a platform to share educational research and pedagogical innovations.
“At Stony Brook University, we have incredible research happening all over campus — in different fields like STEM, humanities and social sciences,” Dr. Yiren Kong, the founder and editor-in-chief of IJTTL, wrote in an email. “The idea for this journal emerged from conversations with faculty who are passionate about improving teaching and learning. As an example, Dr. Tina Abbate, a clinical assistant professor from the School of Nursing, has been working on research projects related to active learning, which is a method that engages students directly in the learning process.”
The first issue of IJTTL addresses critical topics such as health inequities and virtual exchange programs.
“We purposely defined the scope of our journal as broadly as possible. We believe all voices should be heard, and we are committed to giving space for experts to discuss a wide range of important issues within the higher education context,” Dr. Kong wrote. “As long as an educational study is rigorous and contributes to advancing teaching and learning in higher education, we hope to see it submitted to our journal.”
This focus on inclusivity and interdisciplinary collaboration is key to the journal’s mission.
“We’re going to be reaching out to experts at Stony Brook and beyond to encourage people to submit their research or let us know what questions and issues we need to address moving forward,” Dr. Tirotta-Esposito wrote. “By encouraging submissions from faculty across different fields, IJTTL hopes to create a space where ideas from various disciplines can intersect, enriching the educational conversation.”
The journal’s leadership, particularly the collaboration between Bell and Tirotta-Esposito, has played an integral role in shaping the journal’s direction.
“I’ve been working closely with Drs. Kimberly Bell and Rose Tirotta-Esposito on every step of creating the journal,” Kong wrote. “Their perspectives were invaluable in helping us shape the scope of the journal, set up the website, and handling administrative tasks.”
“Strong submissions represent the values of the journal — innovation, inclusion, and addressing critical topics in international higher education,” Bell wrote. “The first issue highlights these values with articles on inclusive pedagogies, global partnerships, and the impact of remote work on education.”
The journal has already attracted significant attention, with submissions from prestigious institutions such as Yale University and the University of Massachusetts Amherst.
“In the two weeks since the first issue has been available, there have already been 200 downloads, so it already seems to be reaching a broad audience,” Bell wrote. This international focus enriches the journal’s content, providing educators with valuable insights that transcend geographical boundaries.
Looking toward the future, IJTTL is eager to explore new research areas and methodologies.
“We are currently accepting submissions for our second issue, which is expected to be published before the Fall semester,” Dr. Kong wrote. “We will continue reaching out through different venues, such as educational forums and conferences, to encourage submissions from both [Stony Brook University] scholars and those from other institutions, domestically and globally.”
By prioritizing research that directly influences classroom practices, IJTTL actively supports CELT’s mission of promoting progressive and inclusive teaching methods.
“From a practical perspective, what makes IJTTL stand apart is its low barrier for submission,” Dr. Kimberly Bell said. “It’s free to read and publish, making it an accessible resource for educators globally.”
