- Philosophy of The Canadian Journal for the Scholarship of Teaching and Learning
- Who Can Submit?
- General Submission Rules
Philosophy of The Canadian Journal for the Scholarship of Teaching and Learning
For more information, please see The Canadian Journal for the Scholarship of Teaching and Learning Aims and Scope page.
Who Can Submit?
Anyone may submit an original article to be considered for publication in The Canadian Journal for the Scholarship of Teaching and Learning provided he or she owns the copyright to the work being submitted or is authorized by the copyright owner or owners to submit the article. Authors are the initial owners of the copyrights to their works (an exception in the non-academic world to this might exist if the authors have, as a condition of employment, agreed to transfer copyright to their employer).
General Submission Rules
- Submissions are welcome at any time.
- CJSoTL welcomes submissions in the following categories:
- Research papers – 5,000-8,000 words (including references), evidence-based work presenting original results or arguments of relevance to teaching and learning in higher education. As a multidisciplinary journal, CJSoTL welcomes research from a broad range of methodological traditions and disciplinary perspectives.
- Research notes – 1,500 to 2,000 words (including references) presenting early findings or methodological innovations of ongoing research projects.
- Essays – 3,000-5,000 words (including references), argumentative or expository. Normally, essays will focus on issues related to the development, use, and support of SoTL in post-secondary education (i.e., they will focus on SoTL itself as a field or area of research and practice).
- Book reviews - 1,000-1,500 words (including references), academic review of books on or about themes in SoTL in post-secondary education which are relevant to the Canadian context. Priority may be given to books by Canadian authors or which have particular relevance for the Canadian context. If you are considering submitting a book review, please contact the editors at firstname.lastname@example.org for detailed guidelines.
- Calls for collaboration – literature supported papers of 1,500-2,000 words(including references) outlining research questions of substantial national interest and inviting collaboration.
- Other submissions – the journal encourages innovation and creativity in forms of publication and will entertain proposals for other types of papers from authors.
- Only previously unpublished manuscripts not under review by any other journal will be considered by CJSoTL.
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.
Format and Style Guidelines
- Submissions are to be in English or French.
- Submissions MUST BE in APA format, as found in the Publication Manual of the American Psychological Association (APA), 6th Edition. Useful links on APA format can be found at:
- The font is to be 12 point Times New Roman, double spaced with left justification.
- The margins – top and bottom, left and right – are to be 1 inch.
- The name(s) of the author(s) should not appear in the original submission of the manuscript.. Institutional/program identifiers should also be removed or anonymized for the peer review process.
- For research involving human participants, confirmation of necessary Research Ethics Board clearances should be provided within the body of the text.
- If a submission contains tables, graphs or figures they should be included in the manuscript where they should appear in a published version.
- The length of submissions for a research report is 5,000 to 8,000 words, for an essay is 3,000 to 5,000 words and for research notes and calls for collaboration is 1,500 to 2,000 words (references included, in each case).
Manuscripts that the editors decide meet the basic expectations of the journal will be read by at least two reviewers. CJSoTL is committed to a three month turn-around time for the review of manuscripts. The reviewers are asked to consider the extent to which the manuscript meets the basic criteria for scholarship as described in Scholarship Assessed: Evaluation of the Professoriate (Glassick, Huber, & Maefoff, 1997; i.e., clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique). In particular, reviewers are asked to consider the following questions, which are based on those criteria:
- Is the manuscript relevant to SoTL, focusing sufficiently on a SoTL question or inquiry?
- Does the manuscript have clear goals and provide knowledge applicable to the teaching and learning process?
- Does the manuscript use appropriate research methodology? (if applicable)
- Does the manuscript give evidence of significant and ethical SoTL research? (if applicable)
- Are the manuscript’s conclusions valid based upon the evidence systematically gathered and upon the argumentation provided?
- Does the manuscript provide original or new knowledge and advance the scholarship of teaching and learning?
- Does the manuscript serve to promote national knowledge, conversations, or collaborations about the topic or about SoTL in general?
- Is the quality of writing adequate?
To achieve a three month turn-around time, it is necessary for authors to present manuscripts that meet the journal’s formatting expectations, that have complete and accurate references, and that any tables or figures are in a format acceptable to the journal. Research articles involving human participants should also confirm (within the body of the manuscript) that required ethics clearances were received for the work. Manuscripts must be accompanied by a cover letter that indicates that the manuscript is being submitted solely to CJSoTL, that the manuscript represents new, unpublished findings or arguments, and, for research articles involving human participants, that the study was approved by your institutional ethics review board. For further information, please see the Reviewers' Rubric.
The Canadian Journal for the Scholarship of Teaching and Learning ("Journal") is the official journal of The Society for Teaching and Learning in Higher Education ("Society"). The Journal publishes research and commentary on the scholarship of teaching and learning.
Authors, whose work is accepted for publication in the Journal, retain all copyright in their work. Prior to publication, authors will grant the Journal written permission in perpetuity, on a non-exclusive basis, to publish their work in written, electronic, and any other formats and to make it available on academic databases, indexes, and directories. Authors may publish their works, which were initially published in the Journal, in other contexts, so long as any subsequent publications note the prior publication of the work in the Journal. Any subsequent publication of the article by the author will not affect the publishing of the work by the Journal.
An author contributing an article to the Journal may reference the work of other authors in an article. This may require the contributing author to obtain the consent of such other authors. It is the sole responsibility of the contributing author to obtain any consent necessary.
In order for an author’s work to be published in the Journal, the author must enter into a formal license agreement with the Journal.
Submitted articles cannot have been previously published, nor be forthcoming in an archival journal or book (print or electronic). Please note: "publication" in a working-paper series does not constitute prior publication. In addition, by submitting material to The Canadian Journal for the Scholarship of Teaching and Learning, the author is stipulating that the material is not currently under review at another journal (electronic or print) and that he or she will not submit the material to another journal (electronic or print) until the completion of the editorial decision process at The Canadian Journal for the Scholarship of Teaching and Learning. If you have concerns about the submission terms for The Canadian Journal for the Scholarship of Teaching and Learning, please contact the editors.