The Canadian Journal for the Scholarship of Teaching and Learning

Stories We Tell: An Introduction to Volume 8, Issue 3
Elizabeth Marquis

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