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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.
Current Issue: Volume 9, Issue 2 (2018)
Introduction to the Issue
Countering Pedagogical Somnambulism: An Introduction to Issue 9.2
Research Papers/Rapports de recherche
Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments
Fiona Rawle, Mindy Thuna, Ting Zhao, and Michael Kaler
Performance, Preference, and Perception in Experiential Learning Assessment
Jay R. Wilson, Thomas T. Yates, and Kendra Purton
A Common Book: A Novel Approach to Teaching and Learning
Kristen A. Ferguson, Natalya Brown, and Linda Piper
Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution
Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, and Shoshanah Jacobs
Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates
Vera Woloshyn and Michael J. Savage
Research Notes/Notes de recherche
Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students
Ayesha Khan, Heather Poole, and Elliott A. Beaton
Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University
Kathleen Lane, Minnie Y. Teng, Steven J. Barnes, Katherine Moore, Karen Smith, and Michael Lee