We are delighted to announce the publication of Volume 14 Issue 1 of  The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL)/La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA), an 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.

Volume 14 Issue 1 continues to exemplify this significant contribution to the SoTL literature with the following articles:

“Concept Mapping in a Flipped Clinical Environment: A Basic Qualitative Study”

Juliet Onabadejo

“Facilitated Study Groups for Undergraduate Organic Chemistry: Experience from a Large Public Canadian University”

Homaira Hamidzada, Sarthak Sinha, Maggie Roberts, and Shadi Dalili

“Growth and Goals Module: A Course-Integrated Open Education Resource to Help Students Increase their Learning Skills”

Emily O’Connor, Kevin Roy, Fergal O’Hagan, Elizabeth Campbell Brown, Gisèle Richard, Ellyssa Walsh, and Alison Flynn

“Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course”

Jayne Baker and Tyler Evans-Tokaryk

“Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program”

Chris Houser, Dora Cavallo-Medved, and Michelle Bondy

“Contribution de l’enseignement de la médecine vétérinaire aux enjeux du développement durable des productions animales”

Paul D. Carrière, Vincent Girard, and Diane Ruelland

“Student Perceptions on the Benefits and Barriers to Study Abroad”

Chris Houser and Mikayla Bornais

“Reflections on Learning Nursing as a Black Student in Canada: A Case for Invitational Antiracist Education”

Kimberley Jones, Sherri Melrose, and Barbara Wilson-Keates

“Evaluating and Improving the Formative Use of Student Evaluation of Teaching”

Kamel Omer, Shoshanah Jacobs, Karl Cottenie, Bill Bettger, John Dawson, Steffen Graether, Coral Murrant, John Zettel, and Genevieve Newton

“Reviewing Teachers’ Competency for Distance Learning during COVID-19: Inferences for Policy and Practice”

Ayman Massouti

“Promoting University Teacher Resilience through Teaching Philosophy Development”

Coralie McCormack, Dieter J. Schönwetter, Gesa Ruge, and Robert Kennelly

“The Importance of Others: The Link Between Stress and Social Connectedness in University Students”

Heather Poole, Ayesha Khan, Alyssa C. Smith, and Amanda Stypulkowski

“Developing an Undergraduate Career Conference: Leveraging Mentorship to Promote Career Discovery”

Meghan E. Norris and Megan R. V. Herrewynen

“‘The Tool of Our Trade’: Defining and Teaching Empathy in College Programs”

Adam Stibbards

“The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations”

Meredith Rocchi and Jenepher Lennox-Terrion

“Mapping the Journey from the Head to the Heart: Actualizing Indigenization in the Health and Human Services Education”

Marcia A. Docherty, Janice Simcoe, Cynthia J. Smith, and Hiislacinxw (Faye Martin)

“It’s Time to Bring Mental Health Literacy Education into the Postsecondary Curriculum”

Christine Zaza and Ryan C. Yeung

We invite you to read these exceptional articles and learn more about the journal by visiting http://www.cjsotl-rcacea.ca/ .

Sincerely,

Brett M. McCollum, Editor-in-Chief

Ken N. Meadows, Managing Editor

The Canadian Journal for the Scholarship of Teaching and Learning