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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 5, Issue 1 (2014)
Introduction to the Issue
Research Papers/Rapports de recherche
A Graduate Course on Teaching and Learning in Higher Education: Influences on Conceptions of Teaching and Learning
Andrew B. Leger and Sue Fostaty Young
Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back
Deborah A. Day and Terry Lane
The Transfer of Learning Associated with Audio Feedback on Written Work
Tanya Martini and David DiBattista
Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning
Lorraine M. Carter, Vince Salyers, Sue Myers, Carol Hipfner, Caroline Hoffart, Christa MacLean, Kathy White, Theresa Matus, Vivian Forssman, and Penelope Barrett