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 10 Issue 1 continues to exemplify this significant contribution to the SoTL literature with the following articles.

We invite you to read these exceptional articles and learn more about the journal by visiting


Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice

Nicola Simmons and K. Lynn Taylor


A Mixed Blessing? Students’ and Instructors’ Perspectives about Off-Task Technology Use in the Academic Classroom

Elena Neiterman and Christine Zaza


Making a Difference: Three Decades of Canada’s Only National Teaching Award

Denise Stockley, Ronald Smith, Arshad Ahmad, and Amber Hastings Truelove


Thinking Beyond Writing Development in Peer Review

Mary G. Chaktsiris and James Southworth


Overcoming Barriers for Implementing International Online Collaborative Assignments in Chemistry

Brett McCollum, Layne Morsch, Brandon Shokoples, and Darlene Skagen


Complementary Learning: Piloting a Blended Format for Canadian Composition Courses

Jordan Stouck


Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities

Devin Hymers and Genevieve Newton


Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs

Sima Zakani, Jake Kaupp, Roderick D. Turner, and Brian Frank


Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses

Matthew Sigal and Shoshanah Jacobs


Evidence of Co-learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701

Emily Root, Stephen Augustine, Kathy Snow, and Mary Doucette


Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning

Matthew A. Schnurr and Alanna Taylor