About CDTLBrief

 

CDTL Brief takes a scholarly approach to the investigation of teaching practices. This involves articles that are grounded in relevant literature and evidence-based. Contributions discuss and reflect on issues important to teaching and learning. Submissions are internally reviewed.

We welcome contributions of the following types:

  • ARTICLES (1200-2500 words, excluding abstract and references)
    The aim of articles is to share teaching practices of an exploratory nature. Articles focus on preliminary or pilot investigations of an innovative teaching and learning approach or a re-conceptualisation of an existing curriculum in different classroom or other contexts.
  • VIEWPOINT(800-1000 words, excluding references)
    These are pieces that reflect the author’s views on a specific issue in teaching and learning in their respective contexts. They engage readers in a scholarly discussion, inquiry or examination of their classroom experiences.

 

Submission Guidelines
We welcome submissions that are original work and not previously published. Please send manuscripts to the CDTL Brief Editor at cdtsec@nus.edu.sg.

Content  
Each contribution should

  • be contextualised, focusing preferably on only one key issue.
  • clearly describe the practice or approach.
  • be grounded on current literature in understanding the situation.
  • have a clear articulation of what has or has not worked, and the implications (for ARTICLES) OR
  • encourage further discussion or inquiry (for VIEWPOINTS)

 

Preparation of Manuscript and Style
Manuscripts should be prepared in MS Word using Times New Roman (12pt),  and use the APA citation style

ARTICLES should include but may not be limited to the following: Abstract, Text, Acknowledgements, References

  • Abstract (maximum 150 words), which states the purpose, key issue(s) discussed, method(s) used and key results obtained (if applicable), and implications on practice.
  • Text, which can include but may not be limited to the following headers:
    – Introduction/Background (including gap or key teaching + learning question to be addressed),
    – Approach or Intervention (grounded on literature),
    – Intended Learning Outcome(s),
    – Method
    (of collection of evidence on impact/effectiveness),
    – Discussion on Findings and Implications, and
    – Concluding Remarks
  •  Acknowledgements (if any), 1-2 statements at the end of the paper to acknowledge departmental, financial, and material support.

VIEWPOINTS should include but may not be limited to the following: Text, Acknowledgements (if any), References

  • Text, which can include but may not be limited to the following aspects:
    – Introduction/Background (which situates the discussion),
    – Key Issue on Teaching and Learning + Argument (grounded on literature), and
    – Concluding Remarks
  • Acknowledgements (if any), 1-2 statements at the end of the paper to acknowledge departmental, financial, and material support.

 

Preparation of Manuscript and Style: Supporting Information

  • Tables and figures can be included as supporting information.
  • Photos, audio and video materials may be included. Please email the Editor for further information.
  • Approval, where required, from the Institutional Review Board (IRB) must be sought.

 

The views expressed or implied in CDTL Brief do not necessarily reflect the views of CDTL. Reproduction in whole or in part of any material in this publication without the written permission of CDTL is expressly prohibited.

Email the Editor if you have any comments, suggestions and contributions.

Advisors
Johan Geertsema
Lee Kooi Cheng

Editor
Liew Shin Dee

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Reflecting on and discussing the philosophy and practice of teaching