The publication of Volume 9 Issue 2 of The Canadian Journal for the Scholarship of Teaching and Learning
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.
Volume 9 Issue 2 continues to exemplify this significant contribution to the SoTL literature with the following articles.
Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments
Textbook Affordability and Student Acceptance of eTextbooks: An Institutional Case-study
Turnitin(r) Use at a Canadian University
Performance, Preference, and Perception in Experiential Learning Assessment
A Common Book: A Novel Approach to Teaching and Learning
Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution
Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates
Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students
Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University
Book Review: Overcoming Student Learning Bottlenecks: Decode the Critical Thinking of Your Discipline
We invite you to read these exceptional articles and learn more about the journal by visiting http://www.cjsotl-rcacea.ca/.