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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 2 (2015) SoTL through the Lenses of the Arts and Humanities
Introductions to the Issue
Who is Represented in the Teaching Commons?: SoTL Through the Lenses of the Arts and Humanities
Michael K. Potter and Brad Wuetherick
Pedagogical Reflections on Internalizing Geopolitical Representations in Print Media
Wisam Khalid Abdul-Jabbar
Research Papers/Rapports de recherche
Poetic Re-presentations on Trust in Higher Education
Kim West and Candace Bloomquist
Novel Readings: Reimagining the Value of the University
Incorporating a Creative Component in First-Year Law
John C. Kleefeld and Patricia L. Farnese
Student Learning and Conference Design: The Case of Interdisciplinary / Multidisciplinary Woolf
Ann Martin, Kathryn Holland, and Taylor Witiw
Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development
Trevor M. Holmes and Kathryn A. Sutherland