Vision

To serve as a leading venue in North Carolina for practitioner scholarship that advances teaching innovation and strengthens student success across the community college system.

Mission

The North Carolina Community College Journal of Teaching Innovation cultivates and disseminates practitioner scholarship grounded in reflective inquiry and evidence-informed practice. Published twice annually, the Journal contributes to statewide conversations about teaching, learning, equity, workforce preparation, and institutional effectiveness.

Scope

The Journal publishes research, reflective inquiry, program analysis, interdisciplinary collaboration, and evidence-informed practice related to North Carolina community colleges. Submissions should advance understanding of teaching and learning, leadership, or institutional innovation and offer insights that extend beyond a single classroom or campus.