Interactions journal is published twice a year. If you are interested in submitting an article to Interactions, please refer to previous issues for guidance and information on current and future themes on the information for contributions page. Many themes are fairly broad-based, but where a specialised issue is developed (e.g. Issue 29 on Assessment), articles on topics outside this theme may be held over. A broad themed issue published each Autumn term.
Articles should address work planned or completed that offers an innovation or an enhancement to current practice in teaching, learning and/or assessment. An article should document not only what has been done, but importantly, the processes and experiences of innovation or enhancement work, including lessons learned and recommendations for good practice.
Authors should take a scholarly approach to writing about practice. Articles should be based upon a reasonable level of critical analysis and evaluation with some reference to appropriate literature from educational and/or subject-based research and existing practice. There should be clear aims and academic rationale for the development, an outline of issues in design and planning, and a reasoned evaluation of key outcomes on departmental strategy and/or one's own academic practice.
Articles are peer reviewed by at least two colleagues in academic departments and other relevant academic development units. This process usually takes 4-6 weeks. Accepted articles are published as far as possible in the forthcoming term's issue of Interactions . You may be asked to make minor modifications based on reviewers' feedback. You will have as a minimum 2 weeks to make these changes or your article will need to be held over to the next issue.
Articles should be in clear, written English and submitted in electronic form (preferably MS-Word) via email attachment to the Editor (see below). You must include an abstract of between 50-150 words. The total length of an article must be around 1500-2000 words and no more than 2500 words including title, abstract and references.References should be cited in the body of the text as (Author, Year) and referenced at the end of the article as endnotes. Number referencing or page footnotes are not as easy to read in online papers. Authors should aim to use the Harvard Scheme for referencing literature and producing their bibliography. This is the conventional approach normally utilised by those working within a Social Science disciplinary framework and is used in most books and periodicals relating to most aspects of academic practice and professional development in higher education.
The following examples outline appropriate social science referencing conventions:a. For articles: Higgins, R, Hartley, P, and Skelton, A, (2001) Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education 6: 2, 269-74. b. For books: Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. c. For conference proceedings: Sharma, R., Dobson, I., and Haydon, T. (1998) Performance of Australian First Year Students in First Year in Higher Education strategies for success in transition years. Proceedings of the Third Pacific Rim Conference, Auckland, 1-8 July.
Abbreviated parenthetical citations, with page numbers if appropriate, should be given (e.g. Brookfield 1995, 75) at the appropriate point in the text of the article.
Online references should follow the above as far as possible, include the URL web address and the date most recently accessed (e.g. Brown, G. (2006) Pedagogy & Practice. http://www.dddd.ac.uk/page/. Accessed on the web on 06-07-07.)
Articles should be submitted to:
Dr Jay Dempster
Centre for Academic and Professional Development
University of Warwick.
Tel: (024) 7652 4670,
Fax: (024) 7657 2736,
Copyright is assigned to the author but the Centre reserves the right to reproduce the contribution for dissemination/teaching purposes only.