The Center for Excellence in Learning and Teaching (CELT) at Stony Brook University has taken a step in advancing higher education research with the launch of the International Journal of Transformative Teaching and Learning in Higher Education (IJTTL).
This international, peer-reviewed, open-access journal is dedicated to reshaping and enhancing teaching and learning practices. The first issue, Mapping and Reimagining the State of Higher Education, is now available online, featuring seven articles covering topics such as health inequities, virtual exchange programs, and artificial intelligence.
IJTTL serves as a platform for faculty, researchers, graduate students, and educators worldwide to contribute to the growing body of knowledge in transformative education. Its mission is to bridge the gap between educational research and real-world classroom practices.
Yiren Kong, founder and editor-in-chief of IJTTL, spearheaded the journal’s creation, recognizing the need for an outlet that not only informs teaching practices at Stony Brook but also provides a voice for educators globally.
“When we spoke with faculty, we realized that many of them had ideas for educational studies but lacked a dedicated platform to share their research,” Kong explained. “This journal was born out of that need — to provide a space where their voices could be heard and their work could have a broader impact.”
Kong, who joined Stony Brook in 2022 as a postdoctoral researcher, now serves as an educational research and grant development specialist at CELT. He worked closely with colleagues — including Kimberly Bell, teaching assistant development specialist at CELT who serves as associate editor, CELT Director Rose Tirotta-Esposito, and Hyunjin Jinna Kim, a former postdoctoral researcher at Stony Brook — to bring IJTTL to life.
The CELT team collaborated with Stony Brook University Libraries and publisher Academic Commons to navigate the academic publishing aspect of a new academic journal. “It was a long process,” Kong shared. “We spent a year and half defining the scope, setting up the infrastructure, and ensuring everything was in place, from copyright policies to submission guidelines.”
The first call for abstracts was issued last year, drawing submissions from scholars across various institutions. After a rigorous review and revision process, the inaugural issue was published in January 2025.
Although the journal is still in its early stages, the reception has been overwhelmingly positive. “We’ve shared information about IJTTL at different academic conferences and educational forums, and many educators have expressed interest in publishing with us,” said Kong. “There is a real demand for a platform like this, especially as more faculty explore innovative teaching and learning methodologies.”
Stony Brook faculty have already contributed to the journal, including Shyam Sharma, associate professor in the Program in Writing and Rhetoric, whose article provides valuable insights into pedagogy. Kong noted that while CELT supports faculty research, submissions to IJTTL remain an open and voluntary opportunity. “We don’t want to pressure anyone to publish with us — we want this to be an inviting and inclusive platform for educational discourse.”
IJTTL aims to publish at least one issue per year, with the next edition anticipated before the fall semester. As the journal gains momentum, Kong and the IJTTL team hope it will serve as a vital resource for educators looking to improve teaching practices and student learning experiences.
“This is a movement toward a more research-informed, student-centered approach to higher education,” Kong said.
“A huge thank you to Yiren for leading this effort!” said Tirotta-Esposito. “This achievement not only highlights the exceptional talent within our team but also marks an important step in positioning CELT as a leader in educational research. Our strong commitment to improving teaching practices is reflected in this journal, and we look forward to its valuable contributions to the academic community.”
Faculty and researchers interested in contributing to the journal may find more information on the journal’s website.
— Beth Squire
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