We are delighted to announce the publication of Volume 15 Issue 3 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 relevant to different types of institutions in the Canadian context.

Volume 15 Issue 3 continues to exemplify this significant contribution to the SoTL literature with the following articles:

“Inclusive Online Nursing Education: Learner Perceptions of Universal Design for Learning Approaches”

Ann Celestini and Agnieszka (Aga) Palalas

“Social Justice and Health Equity in the Teaching and Learning Environment: Perspectives of Academic Leaders in Health Profession Education Programmes”

Benita Cohen, Debra Beach Ducharme, Moni Fricke, Alan Katz, Laura MacDonald, Donna Martin, Christen Rachul, Gayle Restall, and Dana Turcotte

“Racialized and Colonial Experiences of Graduate Teaching Assistants: Oppression, Meaning and Transformation”

Augustine S. J. Park, Jasmeet Bahia, and Alex Bing

“Indigenizing Prior Learning Assessment and Recognition: A Review of the Literature”

Peyton Juhnke and Tobin LeBlanc Haley

“Building Science Identity Through Mentorship Vision Boards”

Andrea Jonahs and Adama Olumo

“Walk the Talk: The Impact of Health Promotion and Wellness Curriculum on Wellness, Motivation, Learning, and Academic Success in Pre-Service Fitness and Health Professionals”

Erin Dancey, Heather Harrison, and Michael Williams-Bell

“Evaluating the Impacts of an Undergraduate Mental Health Literacy Course”

Christine Zaza, Ryan Christopher Yeung, and Gitanjali Shanbhag

“Experiential Learning Assessment in Post-Secondary Education”

Jay Wilson, Tom Yates, Marc Gobeil, Alec Aitken, and Kevin Lewis

“Measuring Health Promoter Core Competencies Among Graduate Students Enrolled in a Health Promotion Course”

Lauren M. Sherk, Melissa MacKay, Jennifer E. McWhirter, and Andrew Papadopoulos

“Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses”

Steven Henle, Susan T. Dinan, Megan Marcoux, Janette Barrington, Julia L. Ginsburg, and Sandra Gabriele

“Making Collaboration Work: Fostering Positive Experiences and Attitudes around Psychological Safety, Diversity, and the Value of Teamwork”

Kathryn S. Plaisance, Christine Logel, and Christopher Lok

“Skeleton Maps in Anatomy and Physiology: Student Perceptions”

Michelle Yeo, Sarah Hewitt, Joanne Bouma, and Sarah Lang

“Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources”

Ronna Mosher and Alison Van Rosendaal

“Relational Teaching Behaviours in the Large University Class: An Observational Study”

Simon G. Beaudry, Jenepher Lennox Terrion, Meredith Rocchi, and Michelle Bartleman

“Plotting a Path Forward: Towards a Supportive Graduate Writing Program”

Keith O’Regan

“The Emergence of Formalized Educational Leadership in Higher Education”

Diane Symbaluk, Tiffany Potter, Brad Jackson, and David M. Andrews

“Insights and Opportunities: Evaluating a University Teaching and Learning Grants Program”

Heather Jamniczky, Mohana Mukherjee, Rachel Stewart, Andrew Mardjetko, Rahim Pira, and Natasha Kenny

“Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age”

Christy Thomas and Amber Hartwell

“Practice to Theory: Making Connections Between Assessment and Evaluation Through a Reflective Practice Assignment in the Bachelor of Education Program”

Terri Jackson

“Seven Guiding Principles for Building Fellowship in SoTL”

Anita Acai, Mandy Frake, Melanie Hamilton, Patrick T. Maher, Roselynn Verwoord, and Cherie Woolmer

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