IASCE members are cordially invited to submit manuscripts to a new peer-reviewed journal, The Journal of Cooperation & Collaboration in College Teaching (JCCCT). Published by New Forums Press, the Journal replaced the Cooperative Learning and College Teaching Newsletter (CL&CTN,) ably edited for almost a decade by Dr. Jim Cooper, California State University - Dominguez Hills. The newsletter was first published in December of 1990, as part of a grant from the Fund for the Improvement of Postsecondary Education (FIPSE) to assess the impact of cooperative learning in college teaching.

The newsletter, like the new Journal, attracted a number of key researchers in the field of cooperative learning and in higher education in general. Jim Cooper writers: "Authors . . . included Alexander Astin, David and Roger Johnson, Spencer Kagan, Bob Slavin, Maryellen Weimer, Vince Tinto, Karl Smith, Shlomo Sharan, Alfie Kohn, Tom Angelo, Roberta Matthews, Neil Davidson, and Mel Silberman. Contributing editors from early on were Susan Prescott Johnston and Joe Cuseo. Barbara Millis contributed many articles to the newsletter, becoming a de facto contributing editor. Pamela Robinson as Associate Editor, proofread nearly every article after the first year or so." The issue of The Journal of Cooperation & Collaboration in College Teaching currently in press contains a practitioner-oriented article by Richard Felder and Rebecca Brent, both well-known researchers in higher education.

The Journal of Cooperation & Collaboration in College Teaching seeks to publish quarterly to exchange both practical and theoretical information regarding the planning, design, implementation, and assessment of practices and programs that enhance college teaching and learning through cooperation and collaboration.

The Journal, therefore, publishes researched articles and descriptions of exemplary practice related to improved college teaching, technology, development, and assessment. Although oriented primarily to the interests of the practitioner, the Journal invites theoretical think pieces and readable summaries of research that have practical implications for faculty in colleges and universities. The Journal is also interested in publishing information about resource development and personnel practices that facilitate and support better teaching through cooperation and collaboration.

Specific topics or issues that the Journal seeks to address include: cooperation and collaboration in the classroom; accountability, assessment and accreditation; collaborative technologies, including distance-learning initiatives; peer review; integration of adjunct faculty into our institutions; diversity initiatives; linkages with K-12, corporations, disciplinary associations, and various constituencies in higher education, including community colleges and proprietary schools; team teaching; and, integration of graduate students (particularly TAs, GTAs, and GSIs) as full-fledged members of the academic community.