We are delighted to announce the publication of Volume 15 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 15 Issue 2 continues to exemplify this significant contribution to the SoTL literature with the following articles:

““I Learned How to Think, Not What to Think.” Student Perspectives on an Interdisciplinary Undergraduate Honours Programme”

Jenny Godley, Lori Jane Pasaraba, Megan Wilson, Mabel Teye-Kau, and Mark Migotti

“The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course”

Sajeni Mahalingam, Ali Moinuddin, and Veronica G. Rodriguez Moncalvo

“How Do Course-Based Assessments Change in the Shift to Emergency Remote Teaching? Sustainable Assessment Strategies Through an Authenticity Lens”

Justine Hobbins, Emilie Houston, and Kerry Ritchie

“Teaching Interprofessional Collaboration through Experiential Learning with Behavioural Psychology, Business, and Engineering Students”

Pamela Shea, Rajni Dogra, Kaela Shea, and Jason Bazylak

“Layering at all Levels: Integrating Layered Curriculum in Postsecondary Education”

Stephanie Seiler

“Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique”

Mindi Summers, Jordann Fernandez, Cody-Jordan Handy-Hart, Sarah Kulle, and Kyla Flanagan

“Combining SIFT and the Information Needs, Types, and Qualities Approaches: A Framework-Informed Strategy for Information Literacy Instruction”

Holly Hendrigan, Sheena Tan, and Diana Cukierman

“The Future is Interdisciplinary: Development of a Medical Sciences Master’s Program that Fosters Academic, Professional, and Personal Development”

Nicole Campbell, Mohammed Estaiteyeh, Isha DeCoito, and Amy Robinson

“Student-generated Multiple-Choice Questions: A Java and Web-Based Tool for Students to Create Multiple Choice Tests”

Larry Katz, Dave Carlgren, Cory Wright-Maley, Megan Hallam, Joan Forder, Danielle Milner, and Lisa Finestone

“Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff”

Dana Ménard, Sira Jaffri, Kendall Soucie, Dora Cavallo-Medved, and Chris Houser

“Teaching in Active Learning Classrooms at a Canadian University”

Hedieh Najafi, N. Carol Rolheiser, and Kelly Gordon

“Crisis of Meaning: Compassion and Community Engaged Learning”

Sandra Smeltzer, Amala Poli, and Kristina Axenova

“Come Join the Party: Lessons Learned Fostering Inclusion in Online Learning”

Christie Schultz, S. Anthony Thompson, and Jenn de Lugt

“Transformative but Not Easy: Students’ Experiences of an Interdisciplinary, Project-Based Capstone Course”

Alice S. N. Kim, Danielle Robinson, Celia Popovic, Alecia Carolli, Brad Jennings, and Franz Newland

“Creating a Gender-inclusive Learning Environment in Spanish Language Classrooms”

Diana Carter, Angela George, and Francis Langevin

“Situating the Self Through Sketching: First Year Doctoral Students Finding Their Way”

Kelvin Quintyne, Tayebeh Sohrabi, Abu Arif, Simon Adu-Boateng, Benjamin Boison, Cecile Badenhorst, and Beverly Fitzpatrick

“Fostering Students as Partners: A Faculty-wide Examination of Science Undergraduate and Graduate Students’ Perspectives of Pedagogical Partnerships”

Laura Chittle, Aliyah King, Siddhartha Sood, Isabelle Hinch, Chris Houser, and Dora Cavallo-Medved

“Implementation of a Goal Setting and Time Management Program in Undergraduate Courses”

Portia Kalun, Michael Wong, Heather Poole, and Ayesha Khan

“Book Review: Radical Hope: A Teaching Manifesto”

Laurel Schut

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