Aims & Scope

As the official journal of the Society for Teaching and Learning in Higher Education (STLHE), The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) publishes high quality scholarship that addresses the teaching and learning interests of universities and colleges across Canada. Consistent with the goals of STLHE, CJSoTL is a trans-disciplinary, peer-reviewed, open-access electronic journal designed to:

  • Establish a scholarly forum for the exchange of ideas and information about teaching and learning in higher education;
  • Encourage the sustainable advancement of teaching and learning capacity and scholarship;
  • Facilitate the development and dissemination of scholarly activity that sheds new light on student learning and teaching practice in colleges and universities;
  • Expand the recognition of teaching and learning excellence, innovation, and scholarship; and
  • Provide an infrastructure for the encouragement, promotion, modeling, and sharing of the scholarship of teaching and learning across all Canadian post-secondary institutions.

Submissions in either French or English are encouraged from faculty members, administrators, academic librarians, educational developers, learning resource specialists, graduate students, and others interested in enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines. Please note: the journal publishes research focusing on teaching and learning in higher education contexts. Articles focusing on the primary and/or secondary sectors are not appropriate for CJSoTL-RCACEA.

For more detailed information about the scope of the scholarship of teaching and learning that is the focus of CJSoTL, please consult the STLHE, website page dedicated to this topic at http://www.stlhe.ca/sotl

CJSoTL articles may take the form of:

  • Full length papers (normally 5,000 - 8,000 words) that fall within the scope of the scholarship of teaching and learning;
  • Essays on the scholarship of teaching and learning;
  • Research notes on works in progress;
  • Academic reviews of books on or about themes in SoTL in post-secondary education; and
  • Literature-supported calls for collaboration on projects.

Submissions from international colleagues that have relevance in the Canadian context are welcome.