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|Elizabeth Marquis, McMaster University (Hamilton, Ontario)|
The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.
For additional submission guidelines and format requirements, please click on the Submission Guidelines link on the side menu bar.
If you have any questions or are interested in being a reviewer for the journal, please contact the editors at email@example.com.
SoTL through the Lenses of the Arts and Humanities
As the community of SoTL scholars has grown across Canada and around the world, however, there has been a growing sense that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences, a view that has been supported by SoTL journal editors and resources dedicated to introducing faculty to SoTL (Gurung and Schwartz, 2009; Jarvis and Creasey, 2009; McKinney and Chick, 2010; Chick, 2012). To quote Nancy Chick (2012) in a recent book on the current state of SoTL in the disciplines, "while many well-known SoTL leaders come from humanities backgrounds …, the on-the-ground work largely marginalizes the practices of their disciplines."
The question then follows: "How does the apparent under-representation of (arts and) humanities-based disciplines affect expectations for SoTL, from norms for research design and methodology to the genre and style of its products?" (McKinney and Chick, 2010).
This special issue of The Canadian Journal for the Scholarship of Teaching and Learning seeks to explore this question, and also to provide examples of SoTL work that uses the genres, approaches, research designs, theoretical and epistemological frameworks, and methodologies of the arts and humanities to explore key topics in teaching and learning.
Current Issue: Volume 6, Issue 1 (2015)
Introduction to the Issue
Research Papers/Rapports de recherche
A Survey of Civic Engagement Education in Introductory Canadian Politics Courses
Stephanie Bell and JP Lewis
Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning
Ekaterina M. Levintova and Daniel W. Mueller
Anxiety and Self-efficacy’s Relationship with Undergraduate Students’ Perceptions of the use of Metacognitive Writing Strategies
Graeme Stewart, Tricia Anne Seifert, and Carol Rolheiser
Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course
April L. McGrath, Alyssa Ferns, Leigh Greiner, Kayla Wanamaker, and Shelley Brown
Collaboration, Competencies and the Classroom: A Public Health Approach
Lauren E. Wallar and Andrew Papadopoulos
A Diverging View of Role Modeling in Medical Education
Gurjit Sandhu, Jessica V. Rich, Christopher Magas, and G. Ross Walker
Exploring the Experiences of Faculty-led Teams in Conducting Action Research
Qi Zhang and Cheryl Amundsen