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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 in higher education 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 firstname.lastname@example.org.
SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative
We are delighted to announce the publication of SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative a special issue of CJSoTL.
The special issue, guest edited by Nicola Simmons along with CJSoTL Senior Editor Elizabeth Marquis, contains work generated through a unique collaborative writing initiative facilitated by the SoTL Canada constituency of the Society for Teaching and Learning in Higher Education. Through this initiative, teams of scholars from across Canada came together to co-author articles on teaching and learning topics of shared interest, including the development of SoTL in various institutional contexts and the question of who does (or does not) engage in SoTL work.
SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative makes a significant contribution to the SoTL literature with the following articles.
Current Issue: Volume 8, Issue 2 (2017)
Introductions to the Issue
Promoting and Celebrating International SoTL Collaborations: An Introduction to the Special Issue
Nicola Simmons and Elizabeth Marquis
Research Papers/Rapports de recherche
Leading Up in the Scholarship of Teaching and Learning
Janice E. Miller-Young, Catherine Anderson, Deborah Kiceniuk, Julie Mooney, Jessica Riddell, Alice Schmidt Hanbidge, Veronica Ward, Maureen A. Wideman, and Nancy Chick
Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector
Eileen De Courcy, Tim Loblaw, Jessica Paterson, Theresa Southam, and Mary M. Wilson
Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement
Jason A. Openo, Cory Laverty, Klodiana Kolomitro, Paola Borin, Lori Goff, Matthew Stranach, and Nahla Gomaa
Nested Within or Swallowed Up: Le dilemme des chercheurs francophones en pédagogie postsecondaire au Canada
Genevieve Maheux-Pelletier, Vanessa Rukholm, Jovan Groen, and Nancy Vézina
Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions
Anita Acai, Bree Akesson, Meghan Allen, Victoria Chen, Clarke Mathany, Brett McCollum, Jennifer Spencer, and Roselynn E. M. Verwoord
Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning
Marie Vander Kloet, Mandy Frake-Mistak, Michelle K. McGinn, Marion Caldecott, Erin D. Aspenlieder, Jacqueline L. Beres, Sherry Fukuzawa, Alice Cassidy, and Apryl Gill
Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development
Natasha Kenny, Celia Popovic, Jill McSweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita, and Eliana El Khoury