CJSoTL

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education.

CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.

We invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context. Published articles can be found on the journal’s website.

Volume 3, Issue 2 makes a significant contribution to the SoTL literature with the following articles: 

1

Creating, Resisting or Neglecting Change: Exploring the Complexities of Accessible Education for Students with Disabilities

Elizabeth Marquis, Bonny Jung, Ann Fudge-Schormans, Susan Vajoczki, Robert Wilton, Susan Baptiste, and Anju Joshi
2

A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students

Corey A. Goldman
3

Are We Doing Any Good? A Value-Added Analysis of UBC’s Science One Program

Neil Dryden, Celeste Leander, Domingo Louis-Martinez, Hiroko Nakahara, Mark MacLean, and Chris Waltham
4
  • Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

    Leslie F. Reid
5

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

Justan Lougheed, James Kirkland, and Genevieve Newton
6

Impact of Multitasking on Listening Effectiveness in the Learning Environment

Alla Kushniryk and Kenneth J. Levine