We are delighted to announce the publication of Volume 13 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 13 Issue 1 continues to exemplify this significant contribution to the SoTL literature with the following articles.

  • “Falling Through the Cracks: Graduate Students’ Experiences of Mentoring Absence” – Wendy Hall and Sarah Liva
  • “Factors Associated with University Students’ Development and Success: Insights from Senior Undergraduates” – Brenna Han and Candice Rideout
  • “Building on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic” – Katharine Kelly
  • “Particulars of Practice: A Collaborative Self-study of Mentoring Practicum-based Seminars” – Awneet Sivia, Sheryl MacMath, and Vandy Britton
  • “A Data-First Approach to Learning Real-World Statistical Modeling” – Luke Bornn, Jacob Mortensen, and Daria Ahrensmeier
  • “Engagement in Mindfulness Exercises during Large Lectures and Students’ Writing Self-Efficacy” – David W. Drewery, Nicole Westlund Stewart, and A. Wade Wilson
  • “Development and Evaluation of a Research Methods Course in Protocol Writing for Learners in a Master of Public Health Program” – Laura Anderson, Sarah E. Neil-Sztramko, Elizabeth Alvarez, Susan M. Jack, Lehana Thabane, Fran Scott, and Emma Apatu
  • “Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?” – Linda Rohr, Laura Squires, and Adrienne Peters
  • “Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity” – Hong Fu, Tim Hopper, Kathy Sanford, and David Monk
  • “Uncharted Territory: Curriculum Mapping Multiple Majors Simultaneously” – Jennifer Reniers, Clarke Mathany, Megan Farkas, Heather Pollock, and Brian C. Husband
  • “Developing an Undergraduate Business Course Using Open Educational Resources” – Donna Kotsopoulos
  • “Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education” – Melissa Hills, Alissa Overend, and Shawn Hildebrandt
  • “Does Self-directed Learning Readiness Predict Undergraduate Students’ Instructional Preferences?” – Brandon J. Justus, Shayna A. Rusticus, and Brittney L. P. Stobbe 


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


    Brett M. McCollum, Editor-in-Chief

    Ken N. Meadows, Managing Editor

    The Canadian Journal for the Scholarship of Teaching and Learning

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