The Canadian Journal for the Scholarship of Teaching and Learning

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 7, Issue 1 (2016) makes a significant contribution to the SoTL literature with the following articles: 


Examining Impact and Access: An Introduction to Volume 7, Issue 1

Elizabeth Marquis


The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning

Ginny R. Ratsoy


Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls

Sarah L. Sangster, Kara L. Loy, Sheryl D. Mills, and Karen L. Lawson


Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

Jacqueline Murray and Peter Wolf


Determining Student Competency in Field Placements: An Emerging Theoretical Model

Twyla L. Salm, Randy Johner, and Florence Luhanga


Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Vicky Roy and Patricia A. Brown


Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Sherry Fukuzawa and Cleo Boyd


Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Jovan F. Groen, Brenna Quigley, and Yves Herry


Post-Secondary Educators’ Perceptions of Students’ Test Anxiety

Hannah A. Connon, Joshua A. Rash, Alyssa M. Allen Gerwing, Beverly Bramble, Jeff Landine, and Travis G. Gerwing


Five Windows and a Locked Door: University Accommodation Responses to Students with Anxiety Disorders

Laura Sokal