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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.
Current Issue: Volume 7, Issue 1 (2016)
Introduction to the Issue
Examining Impact and Access: An Introduction to Volume 7, Issue 1
Research Papers/Rapports de recherche
Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls
Sarah L. Sangster, Kara L. Loy, Sheryl D. Mills, and Karen L. Lawson
Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph
Jacqueline Murray and Peter Wolf
Determining Student Competency in Field Placements: An Emerging Theoretical Model
Twyla L. Salm, Randy Johner, and Florence Luhanga
Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences
Vicky Roy and Patricia A. Brown
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning
Jovan F. Groen, Brenna Quigley, and Yves Herry
Post-Secondary Educators’ Perceptions of Students’ Test Anxiety
Hannah A. Connon, Joshua A. Rash, Alyssa M. Allen Gerwing, Beverly Bramble, Jeff Landine, and Travis G. Gerwing