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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.
Call for Editorial Board Members
Applications are invited for the position of Editorial Board Member for The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage (RCACEA).
Three positions with the Editorial Board are available. Editorial Board Members are responsible for attending Editorial Board meetings every other month to participate in the governance and advancement of the journal, promoting the journal, and serving as a reviewer for at least two articles per annum for the journal. All appointees will work collaboratively with the Senior Editor, Dr. Beth Marquis, the Managing Editor, Dr. Ken N. Meadows, the Associate Editors, and other members of the Editorial Board. Appointments will be for three years.
Applications should address some or all of the following selection criteria:
- A background in the scholarship of teaching and learning as a faculty member, educational developer, librarian, other teaching and learning professional, or student.
- Demonstrated ability to work well with others (e.g. joint publications, joint grants, working in a national network).
- Commitment to the goals of the journal's parent organization, The Society for Teaching and Learning in Higher Education/La société pour l’advancement de la pédagogie dans l’enseignement supérieur (see the STLHE/SAPES website at www.stlhe.ca).
- The applicant must be (or become) a member of STLHE/SAPES.
- Experience in serving on an Editorial Board of an academic journal.
- Access to a network of academic development researchers and/or relevant practitioners who might act as referees.
- The ability to speak, read and write both French and English.
- Experience in the college sector
Written applications should be brief and they should address the selection criteria. They should include a current Curriculum Vitae and must be submitted no later than Monday, January 15, 2018 to Dr. Beth Marquis (email@example.com)..
For more information about the Editor Board positions, please contact Dr. Marquis.
Current Issue: Volume 8, Issue 3 (2017)
Introduction to the Issue
Stories We Tell: An Introduction to Volume 8, Issue 3
Research Papers/Rapports de recherche
A Critical Approach to Teaching About, Through, and For Human Rights
Jerome Cranston and Melanie D. Janzen
Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course
Kristen Cairney and Andrea V. Breen
Learning to Work with Immigrant Families: An Experiment in Experiential Learning
Mehrunnisa A. Ali, Susan Bishop, and Beth Martin
Designing and Evaluating Students' Transformative Learning
Nina B. Namaste
Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom
Samantha Wehbi, Amanda Cowell, Jordyn Perreault-Laird, Yahya El-Lahib, and Silvia Straka
Pre-service Teachers with Disabilities: Challenges and Opportunities for Directors of Student Teaching in Western Canada
Laura Sokal, Debra Woloshyn, and Alina Wilson
Relationships in the Flipped Classroom
Brett M. McCollum, Cassidy L. Fleming, Kara M. Plotnikoff, and Darlene N. Skagen
SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain
Elizabeth Marquis, Trevor Holmes, Konstantinos Apostolou, Dan Centea, Robert Cockcroft, Kris Knorr, John C. Maclachlan, Sandra D. Monteiro, and Theomary Karamanis
Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education
Clarke Mathany, Katie M. Clow, and Erin D. Aspenlieder
Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development
Katherine E. Bishop-Williams, Kaitlin Roke, Erin Aspenlieder, and Meagan Troop
Learning How to Learn: A Student Success Course for At Risk Students
Elizabeth R. Bowering, Joanne Mills, and Allison Merritt
Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes
Jacqueline Murray and Nathan J. Lachowsky
Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program
Rosamund K. Stooke and Kathryn Hibbert