We are delighted to announce the publication of Blended and Online Learning in Post-Secondary Education in Canada: A Special Issue in 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.

This special issue continues to exemplify this significant contribution to the SoTL literature with the following articles.

• “Concordance (or Discordance) Between Students and Staff/Faculty Perceptions of Student Stress in Science” — A. Dana Ménard, Kendall Soucie, Sira Jaffri, Chris Houser, and Dora Cavallo-Medved
• “Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education” — Stephanie Bell and Brian Hotson
• “The Intersection between Instructor Expectations and Student Interpretations of Academic Skills” — Melanie S. Parlette-Stewart, Shannon Rushe, and Laura Schnablegger
• “A Metacognitive Instructional Guide to Support Effective Studying Strategies” — Bailey E. Bingham, Claire Coulter, Karl Cottenie, and Shoshanah R. Jacobs
• “The Perceived Efficacy of Cooperative Group Learning in a Graduate Program” — Katharine Janzen
• “Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education” — Gillian Judson, Ross Powell, and Kelly Robinson
• “Designing an Indigenous Wellness University Course: A Reflective Case Narrative” — Leah Ferguson, Cindy Deschenes, and Susan Bens
• “Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development” — Ellen L. Flournoy and Lauren C. Bauman
• “I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership” – Elizabeth Marquis, Alise de Bie, Alison Cook-Sather, Srikripa Krishna Prasad, Leslie Luqueño, and Anita Ntem
• “Pre-service Teachers’ Perspectives on their Preparation for Inclusive Teaching: Implications for an Organizational Change in Teacher Education” – Ayman Massouti

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