We are delighted to announce the publication of Volume 11 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 11 Issue 2 continues to exemplify this significant contribution to the SoTL literature with the following articles.

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

• Joining a Scholarly Conversation: Publishing Your SoTL Work — Magdalen Normandeau, Klodiana Kolomitro, and Patrick T. Maher
• CJSoTL at 10: A Quantitative Analysis of Authorship, Genre, and Impact — Michael P. A. Murphy
• Moving Forward or Holding Back? Creating a Culture of Academic Assessment — Shauna Wilton and Mélanie Méthot
• How are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University? — Jessica Rich, Don Klinger, Sue Fostaty Young, and Catherine Donnelly
• Impact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants — Aisha Haque and Ken N. Meadows
• Examining Academic Integrity Using Course-Level Learning Outcomes — Angela Clark, Jamie Goodfellow, and Sandra Shoufani
• Project-Based Teaching-Learning Model: Seven Educational Principles for Knowledge Building Skills Development — Pierre-Yves Barbier
• Exploring Leadership Learning in an Undergraduate Kinesiology Course — Liam Laidlaw and Cari Din
• Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course — Harold Bull, Kalyani Premkumar, and Jeremiah Wezenamo Acharibasam
• The Influence of Attendance, Communication, and Distractions on the Student Learning Experience using Blended Synchronous Learning — Julie Vale, Michele Oliver, and Ryan M. C. Clemmer
• Assessing Student Performance between Face-to-Face and Online Course Formats in a College-Level Communications Course — Sabine Milz
• Transforming Confirmation Bias to Generate Critical Consciousness in News/Information Literacy and Social Science Courses — James H. Wittebols
• The Fall Pause: An Overview of the Current Canadian University Landscape and a Review of the Related Emerging Literature — Daniel B. Robinson and Erin Andrews
• A World Café Discussion on Well-Being: Considerations for Life in the University — Mairi McDermott, Marlon Simmons, Jennifer Lock, and Natasha Kenny
• Book Review: Improving How Universities Teach Science: Lessons from the Science Education Initiative — Lisa D’Ambrosio
• Book Review: Outcome Harvesting: Principles, Steps, and Evaluation Applications — Andrea Guerin