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|Dianne Bateman, Champlain St-Lambert College & McGill University (Montreal, Quebec)|
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 firstname.lastname@example.org.
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 4, Issue 2 (2013)
Introduction to the Issue
An Introduction to Volume 4 Issue 2 by the Senior Editor
Research Papers/Rapports de recherche
Building Connections in the First-year Undergraduate Experience
June Countryman . and Andrew Zinck
Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study
Cynthia Parr and Vera Woloshyn
Use of Lecture Capture in Undergraduate Biological Science Education
Candace Wiese and Genevieve Newton
Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives
Glen Hvenegaard, Anne-Marie L. Link, Sean E. Moore, and Janet C. Wesselius
Crossing Thresholds: Identifying conceptual transitions in postsecondary teaching
Susan Wilcox and Andy B. Leger