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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.
For the complete call for submissions, please click - Special Issue Call for Submissions
Current Issue: Volume 3, Issue 2 (2012)
Introduction to the Issue
An Introduction to Volume 3 Issue 2 by the Senior Editor
Research Papers/Rapports de recherche
Creating, Resisting or Neglecting Change: Exploring the Complexities of Accessible Education for Students with Disabilities
Elizabeth Marquis, Bonny Jung, Ann Fudge-Schormans, Susan Vajoczki, Robert Wilton, Susan Baptiste, and Anju Joshi
Are We Doing Any Good? A Value-Added Analysis of UBC’s Science One Program
Neil Dryden, Celeste Leander, Domingo Louis-Martinez, Hiroko Nakahara, Mark MacLean, and Chris Waltham
Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph
Justan Lougheed, James Kirkland, and Genevieve Newton
Impact of Multitasking on Listening Effectiveness in the Learning Environment
Alla Kushniryk and Kenneth J. Levine