Call for papers

Publication date: Spring 2020

The journal’s second issue, forthcoming in spring 2020, invited abstract submissions by 8 April 2019. Individuals, teaching teams and study programme coordinators are warmly invited to contribute empirical work or reflections on their teaching practice focusing on the theme of Student learning.

Contributions may address one or several of the following questions:

- How can we help students acquire specific concepts, strategies, or approaches in our field?

- What are ways of inquiring students’ progress?

- What do successful learning approaches look like in a specific discipline?

- Which learning experiences help students develop as future members of an academic/ scientific community?

- How can we teach across disciplines?

- How can we help students develop generic competences?


Timeline and procedure

1) Submission of abstracts (max. 500 words): 8 April, 2019 (extended). To make a submission, please register. Once you have confirmed your registration, please navigate to user profile and select role "author".

2) Submission of complete articles: 30 August 2019 (extended). Authors may receive support from LET while preparing their complete articles. Please note that you will have to make a new submission (not related to the submitted abstract), and please make sure to use the template (sent to you by email) for this Journal.

3) Reviewers’ comments: December 2019 

4) Submission of revised articles: 10 February 2020 (extended)

Submission types:

  • Reflections on teaching practice are presented in a systematic and concise manner. By relating to conceptual or theoretical teaching and learning frameworks, contributions become accessible beyond the author’s specific context and thus nurture the discourse of teaching and learning at ETH.
  • Empirical articles inquire a specific aspect of student learning in an ETH classroom using transparent methodology, and put the results obtained into perspective by relating it to a conceptual or theoretical teaching and learning framework.

Review criteria for complete articles are displayed in the submissions section > preparing articles.

Reviewed complete articles will be published electronically on the journal website Please note that with their abstract submission authors are automatically agreeing to the publication of their contribution. 


References on the theme of Student Learning

Bovill, C. (2017). A Framework to Explore Roles Within Student-Staff Partnerships in Higher Education: Which Students Are Partners, When, and in What Ways? International Journal for Students as Partners, 1(1), 1–5.

DeHaan, R. (2011). Teaching Creative Science Thinking. Science, 334 (December), 1499–1500.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Kuhn, D. (2011). A Developmental Model of Critical Thinking. Educational Researcher,28(2), 16–25.

Marra, R. M., Steege, L., Tsai, C.-L., Tang, N.-E., Ahern, A., Begg, M., Pea, R. (2016). Beyond “group work”: an integrated approach to support collaboration in engineering education. International Journal of STEM Education, 3(1), 17.

Moore, J. C., & Rubbo, L. J. (2012). Scientific reasoning abilities of nonscience majors in physics-based courses. Physical Review Special Topics - Physics Education Research, 8(1), 1–8.

Nicol DJ, Macfarlane‐Dick D. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Stud High Educ 2006; 31:199–218.

Pérez, J., Ortet, G., Carrillo-de-la-Peña, M. T., Caseras, X., Martínez, À., & Baillès, E. (2007). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Sciences Education, 14(1), 61–67.

University of Michigan, CRLT (2016). Student learning. Retrieved February 25, 2019, from

Tanner, K., & Allen, D. (2004). Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection--Engaging All Students in Science Courses. Cell Biology Education, 3(4), 197–201.

Toledo, S., & Dubas, J. M. (2016). Encouraging Higher-Order Thinking in General Chemistry by Scaffolding Student Learning Using Marzano’s Taxonomy. Journal of Chemical Education, 93(1), 64–69.