We are delighted to announce the publication of Volume 14 Issue 2 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 2 continues to exemplify this significant contribution to the SoTL literature with the following articles:

“A Qualitative Examination of Science Faculty Members’ Perceptions of Interdisciplinary Curriculum Development and Refinement”

Laura Chittle, Erika Kustra, and Chris Houser

“When the World Paused for COVID-19, We Finally Caught Our Breath: Students’ Schedules, Stress, and the Busy Time of the Semester”

Rebecca Casey, Samantha Teichman, and Lacey Acker

“Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language”

Michael Henry Landry, Maya Pilin, Amanda Brobbel, and Scott Roy Douglas

“Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities”

Amy Domenique Gadsden, and Lauren Denise Goegan

“Engagement in Assessment Change and the Role of SoTL”

Natalie Simper, Amanda Berry, Katarina Mårtensson, and Nicoleta Maynard

“Help or Hindrance – the Value of Field Trips as a Form of Experiential Learning for Social Work Students”

Colleen McMillan and Aaron Smith

“Ways of Knowing and Becoming: Learning Together in a Graduate Course on Interdisciplinarity”

Andrea V Breen, Tasha A Falconer, Kimberly Squires, Stephanie Martin, Anna Swain, Emma Lipinski, Kaitlyn Avery, Cara Briscoe, Caitlin Marchand, Madison Myers, Nicole Wylie-Curia, Stephanie Bryenton, and Ariana Sams

“Cyclical Program Reviews at Smaller Post-Secondary Institutions: Can the Time and Effort be Justified?”

Colin Neufeldt, Elizabeth Smythe, John Jayachandran, and Oliver Franke

“The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions”

Brian Rempel, Elizabeth McGinitie, and Maria Dirks

“Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19”

Jessica Saini, Danielle Brewer-Deluce, Noori Akhtar-Danesh, Anthony N. Saraco, Ilana Bayer, Courtney Pitt, and Bruce Wainman

“Student Engagement Tracks with Success In-person and Online in a Hybrid-Flexible Course”

Zoya Adeel, Stefan M. Mladjenovic, Sara J. Smith, Pulkit Sahi, Abhay Dhand, Sarah Williams-Habibi, Kate Brown, and Katie Moisse

“Developing and Implementing a Blended Faculty Teaching Mentorship Program: A Canadian Pilot Project”

Kim G. C. Hellemans, Wayne Horn, Vincent Kazmierski, Martha Mullally, and Eileen Harris

“The One2One Structured Oral Examination is a Valuable and Positively Rated Science Education Tool that Drives Academic Success”

Erin Spicer and Matthew Ramer

“Lessons Learned from a Discipline-Specific Language Support Initiative for Multilingual Students (MLSs) in a Foundational Course in Health Sciences: A Mixed-Methods Case Study from a Western Canadian University”

Tun Myint, Breanna Fraser-Hevlin, and Chris Niosco

“Exploring the Feasibility, Acceptability and Satisfaction of a Virtual Peer Mentoring Program for Undergraduate Nursing Students: A Mixed-Methods Study”

Charlotte Lee, Angel Wang, Vanessa Pina, Jianrong Zhuang, Ruth Robbio, and Winnie Sun

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