Collected Essays on Learning and Teaching

Collected Essays on Learning and Teaching

Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE).  The intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education.

CELT is generously hosted by Open Journal Systems at the University of Windsor.   

Volume 7 of CELT will have two issues. ** Volume 7 Issue 1 is available now ** Click here to visit the CELT website.





Guidelines for Authors

This template shows the formatting on a word processor that most closely replicates the printed appearance of essays in the finished publication. Laying out your contribution in this way is of enormous help to the editors when preparing the copy for the printer. The title of your essay should be formatted as shown above: centred, bold-faced, Cambria 18-point font, and with all major words capitalized. Author’s name and affiliation follow after two line spaces, and are left-aligned and formatted as in the example above. The abstract is justified at both margins, and italicized.

Text Format and Layout

Submissions must be in MSWord with 12-point Times New Roman font, single-spaced throughout. In the body of the paper all text is justified. All margins (left, right, top, and bottom) must be set at one inch. Contributions to the collection should be 2,000 words (maximum 2,500).

The writing style should be straightforward and aimed at a general academic audience. It is perfectly acceptable to speak directly to readers in the first person (“In my experience…” and “I suggest…”) and authors should try to avoid extensive use of the passive voice that often characterizes traditional academic writing. The essay should make an argument in narrative form, and not overly rely on charts or bulleted lists. We also strongly discourage use of acronyms, unnecessary abbreviations (e.g. “HE” for “higher education”), and jargon that might not be understood outside a particular discipline or context. Spelling should follow the usage in the Canadian Oxford Dictionary (e.g. ‘behaviour,’ ‘centre’).


First-level headings are left-aligned, bold-faced, 14-point Cambria font; all major words are capitalized. Second-level headings are left-aligned, 13-point Cambria font; the first word is capitalized as well as the first word following a colon. Third-level headings are left-aligned, italicized, 12-point Cambria font; the first word is capitalized as well as the first word following a colon.

Paragraphs and quotations

The first paragraph in a section is not indented, but subsequent paragraphs are indented by a half inch, except for those that immediately follow a quotation or bulleted list. As Jones (1983) points out:

Quotations should be used sparingly, and only if they make their point in a unique way that you cannot easily summarize or paraphrase. Longer quotations, of a sentence or more, are indented on the left and the right and are separated by a blank line before and after the quotation. Quotations in the text have a single inverted comma (double inverted commas for a ‘quote within a quote’) at the beginning and end, whereas longer, indented quotations do not. The reference for the quotation should include the page number(s) of the text. (p. 10)

This is one occasion where a paragraph starts flush left (because it follows an indented quotation). Note that there is no line space between paragraphs, except in the case of indented quotations. Do not use one-sentence paragraphs.

Tables and figures

Figures, tables, and illustrations can be used if necessary, but should not be so plentiful as to overwhelm the narrative flow of the text. All tables are preceded by a number and title (e.g. Table 1 Survey of editors’ attitudes to different fonts), with the table number in bold, the title in italics, and no punctuation marks at the end of either. If possible the table should be incorporated in the body of the word-processor copy, and supplied separately.

In the case of figures, the heading format is the same, except that the heading is centred below the figure. Figures and illustrations must be supplied separately in their original JPEG format.

Very occasionally it might be appropriate to have an appendix for your essay (for example, if you are describing the development of a questionnaire you may wish to include it). The appendix is not part of the essay word limit.

References and Footnotes

Both in-text citations and the reference list must be in the format recommended by the American Psychological Association (APA) in its Publication Manual, sixth edition (2010), which is widely available in Canadian university libraries and bookstores. Authors’ names and date of publication (Cannon & Hore, 1997; Murray, 1997) are cited in the text (not in a footnote), and a complete list of references appears at the end of essay (see the example, below). A good way to see how references are cited correctly is to look at the reference lists in the many social science and education journals that use APA style.

It is vital to check references in the text against the reference list. Reference lists that are incomplete, in the wrong format, or are full of errors and omissions greatly complicate the editing process and will cause delays in publication. Include only those citations and references that are essential to your argument. This is especially important where references are obscure and would be hard for readers to obtain. Make sure that references to web sites are cited correctly (see the APA Publication Manual for guidance), and use them sparingly, since many web sites are ephemeral. Be sure to check the link before including any web citation.

Footnotes and abbreviations

Footnotes should be avoided if at all possible (it is nearly always possible to include the relevant material in the body of the text) and should never be used for reference citations, which should be done as shown here (Jones, 1983). Try to avoid acronyms and abbreviations as far as possible, especially where they refer to organizations or institutions of largely local interest. When you use an acronym for the first time, follow it by the full name in parenthesis.

Author’s Biography

This section should be quite short (one or two sentences) and describe the author’s current position, academic institution, and academic interests as they relate to the contribution.


Cannon, R.A. & Hore, T. (1997). The long-term effects of ‘one-shot’ professional development courses: An Indonesian case study. International Journal for Academic Development, 2, 35-42.

Jones, J.J. (1983). The art of laying out journals. London: Mystification Press.