About the Journal
Aims & Scope
The Journal on Teaching Engineering is dedicated to publishing novel, cutting-edge reports of broad interest to higher education, especially related to engineering. The journal provides a forum for scientists and engineers, physicists, and chemists to rapidly communicate on the most important topics in the field of teaching and education. Its comprehensive scope includes all articles related to the following topics:
- What is the nature of engineering thinking and knowledge,
- How people develop knowledge and competencies,
- Institutional practices,
- Engineering interdisciplinary and applied education,
- How society, in general, contributes to science and technology processes and products, and
- Development and use of assessment methods, instruments, and metrics.
The journal publishes two (2) issues per year (one volume a year), in the first quarter (April) and in the last quarter of the year (November). It also considers the publication of special issues on specific themes or related to engineering conferences selected papers.
All papers are blind peer-reviewed by at least two referees (after initial screening by the editors), to guarantee the quality of its content, structure, and language. The Editorial Board will conduct plagiarism screening using Turnitin. The journal will take appropriate actions, such as issuing a correction or retraction, to make sure all parties involved meet the conformance to the ethical standards.
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No manuscript submitted will have any 'Article Processing Charges' (APC) or submission charges. This includes peer-reviewing, editing, publishing, maintaining and archiving, and allows immediate access to the full-text versions of the articles. Authors are entitled to deposit their original version (pre-print) or the final version in institutional and/or centrally organized repositories and can make this publicly available immediately upon publication. The journal strongly encourages authors to deposit the final version instead of the pre- or post-print versions.
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