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Senior Editor

Elizabeth Marquis, McMaster University (Hamilton, Ontario)
 

The Journal

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 info@cjsotl-rcacea.ca.

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:

Essential:

  1. A background in the scholarship of teaching and learning as a faculty member, educational developer, librarian, other teaching and learning professional, or student.
  2. Demonstrated ability to work well with others (e.g. joint publications, joint grants, working in a national network).
  3. 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).
  4. The applicant must be (or become) a member of STLHE/SAPES.

Desirable:

  1. Experience in serving on an Editorial Board of an academic journal.
  2. Access to a network of academic development researchers and/or relevant practitioners who might act as referees.
  3. The ability to speak, read and write both French and English.
  4. 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 (beth.marquis@mcmaster.ca)..

For more information about the Editor Board positions, please contact Dr. Marquis.

Current Issue: Volume 8, Issue 3 (2017)

Introduction to the Issue

Research Papers/Rapports de recherche

PDF

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

PDF

Relationships in the Flipped Classroom
Brett M. McCollum, Cassidy L. Fleming, Kara M. Plotnikoff, and Darlene N. Skagen

PDF

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

PDF

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development
Katherine E. Bishop-Williams, Kaitlin Roke, Erin Aspenlieder, and Meagan Troop

PDF

Learning How to Learn: A Student Success Course for At Risk Students
Elizabeth R. Bowering, Joanne Mills, and Allison Merritt