The Canadian Journal for the Scholarship of Teaching and Learning
The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education (STLHE). The Journal accepts submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.
Note: The information contained on this page was developed by the CJSoTL Editorial Board members and the content is taken from the journal’s website (www.cjsotl-rcacea.ca).
About this Journal
The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is the official journal of the Society for Teaching and Learning in Higher Education (STLHE). It is an open access online journal dedicated to publishing quality peer-reviewed articles and essays in French and English that address teaching and learning interests of universities and colleges across Canada.
CJSoTL makes a distinctive contribution to the scholarship of teaching and learning in three ways. First, the focus is primarily on the scholarship of teaching and learning in Canadian post-secondary institutions. This focus is based on the recognition that the curricula, policies, requirements, and structures of Canadian post-secondary institutions are often distinct from their international counterparts. However, submissions from international colleagues that have relevance to the Canadian context are welcome. Second, the journal provides a forum for a broadly defined spectrum of “educators” to exchange and integrate ideas and information on teaching and learning in post-secondary education. The targeted author- and readership of CJSoTL is instructors, academic staff, educational developers, academic librarians, learning resource specialists, and graduate students. Third, the journal solicits contributions from both Canadian universities and colleges, including the Collèges d'enseignement général et professionnel (CEGEP) in Québec. The journal provides a forum to address issues in teaching and learning that are specific to these institutions as well as issues that transcend institution type. The Editorial Board members are educators from across Canada who are committed to the substantial contribution that this journal will make to the scholarship of teaching and learning.
Aims & Scope
As the official journal of the STLHE, CJSoTL publishes high quality scholarship that addresses the teaching and learning interests of universities and colleges across Canada. Consistent with the goals of STLHE, CJSoTL is a trans-disciplinary, peer-reviewed, open-access electronic journal designed to:
- Establish a scholarly forum for the exchange of ideas and information about teaching and learning;
- Encourage the sustainable advancement of teaching and learning capacity and scholarship;
- Facilitate the development and dissemination of scholarly activity that sheds new light on student learning and teaching practice;
- Expand the recognition of teaching and learning excellence, innovation, and scholarship; and
- Provide an infrastructure for the encouragement, promotion, modeling, and sharing of the scholarship of teaching and learning across all Canadian post-secondary institutions.
Submissions in either French or English are encouraged from faculty members, administrators, academic librarians, educational developers, learning resource specialists, graduate students, and others interested in enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.
CJSoTL articles may take the form of:
- Full length papers (normally 5,000-8,000) words that fall within the scope of the scholarship of teaching and learning;
- Essays on the scholarship of teaching and learning;
- Research notes on works in progress; and
- Literature-supported calls for collaboration on projects.
Submissions from international colleagues that have relevance in the Canadian context are welcome.
Editorial Board
The governing structure of The Canadian Journal for the Scholarship of Teaching and Learning involves a Senior Editor, a Managing Editor,four Associate Editors and the Editorial Board. These positions are addressed below.
Senior Editor
Dianne Bateman, Champlain St-Lambert College & McGill University (Montreal, Quebec)
Managing Editor
Ken N. Meadows, The University of Western Ontario (London, Ontario)
Associate Editors
Marcel D'Eon, The University of Saskatchewan (Saskatoon, Saskatchewan)
Louise Ménard, The Université du Québec à Montréal (Montreal, Quebec)
Shannon Murray, The University of Prince Edward Island (Charlottetown, Prince Edward Island)
Carol Roderick, OCAD University (Toronto, Ontario)
Editorial Board
Denis Bédard, The Université de Sherbrooke (Sherbrooke, Quebec)
Debra Dawson, The University of Western Ontario (London, Ontario)
Esther Enns, Saint Mary's University (Halifax) (Halifax, Nova Scotia)
Joyce Garnett, The University of Western Ontario (London, Ontario)
John Grant McLoughlin, The University of New Brunswick (Fredericton, New Brunswick)
Roger Moore, St. Thomas University (New Brunswick) (Fredericton, New Brunswick)
Allen Pearson, The University of Western Ontario (London, Ontario)
Lynn Taylor, The University of Calgary (Calgary, Alberta)
John Thompson, The University of Saskatchewan (Saskatoon, Saskatchewan)
Brad Wuetherick, The University of Saskatchewan (Saskatoon, Saskatchewan)
Pierre Zundel, The University of Sudbury (Sudbury, Ontario)
Policies
Who Can Submit?
Anyone may submit an original article to be considered for publication in The Canadian Journal for the Scholarship of Teaching and Learning provided he or she owns the copyright to the work being submitted or is authorized by the copyright owner or owners to submit the article. Authors are the initial owners of the copyrights to their works (an exception in the non-academic world to this might exist if the authors have, as a condition of employment, agreed to transfer copyright to their employer).
General Submission Rules
Process
- Submissions are welcome at any time.
- CJSoTL welcomes submissions in the following categories:
- Full-length papers – 5,000-8,000 words presenting original evidence-based inquiry into student learning in post-secondary contexts.
- Research notes – 1,000 to 1,500 words presenting early findings or methodological innovations of ongoing research projects.
- Essays – 3,000-5,000 words, argumentative or expository, on issues related to the development, use and support of SoTL in post-secondary education.
- Calls for collaboration – literature supported papers of 1,000-1,500 words outlining research questions of substantial national interest and inviting collaboration.
- Only previously unpublished manuscripts not under review by any other journal will be considered by CJSoTL.
Format and Style Guidelines
- Submissions are to be in English or French.
- Submissions MUST BE in APA format, as found in the Publication Manual of the American Psychological Association (APA), 6th Edition. Useful links on APA format can be found at:
- The font is to be 12 point Times New Roman, double-spaced with left justification.
- The margins – top and bottom, left and right – are to be 1 inch.
- The name(s) of the author(s) should not appear in the original submission of the manuscript.
- A title page and abstract should not be submitted as part of the manuscript. These are submitted separately to the submission software.
- If a submission contains tables, graphs or figures they should be included in the manuscript where they should appear in a published version.
- The length of submissions for a full-length paper is normally 5,000 to 8,000 words, for an essay is 3,000 to 5,000 words and for research notes and calls for collaboration is 1,000 to 1,500 words.
Review Process
Manuscripts that the editors decide meet the basic expectations of the journal will be read by at least three reviewers. CJSoTL is committed to a six week turn-around time for the review of manuscripts. The reviewers are asked to ensure that the manuscript meets the following criteria:
- Is relevant to the scholarship of teaching and learning;
- Presents original ideas or results supported by evidence and argument;
- Is supported by the citation of existing literature;
- Uses appropriate methodologies, designs and/or theories;
- Is clear, concise, complete and well-written.
To achieve a six week turn-around time, it is necessary for authors to present manuscripts that meet the journal’s formatting expectations, that have complete and accurate references, and that any tables or figures are in a format acceptable to the journal. Manuscripts must be accompanied by a cover letter that indicates that the manuscript is being submitted solely to CJSoTL, that the manuscript represents new, unpublished findings or arguments, and, for research articles, that the study was approved by your institutional ethics review board. For further information, please see the Reviewers' Rubric.
Contribution Policy
The Canadian Journal for the Scholarship of Teaching and Learning ("Journal") is the official journal of The Society for Teaching and Learning in Higher Education ("Society"). The Journal publishes research and commentary on the scholarship of teaching and learning.
Authors, whose work is accepted for publication in the Journal, retain all copyright in their work. Prior to publication, authors will grant the Journal written permission in perpetuity, on a non-exclusive basis, to publish their work in written, electronic, and any other formats and to make it available on academic databases, indexes, and directories. Authors may publish their works, which were initially published in the Journal, in other contexts, so long as any subsequent publications note the prior publication of the work in the Journal. Any subsequent publication of the article by the author will not affect the publishing of the work by the Journal.
An author contributing an article to the Journal may reference the work of other authors in an article. This may require the contributing author to obtain the consent of such other authors. It is the sole responsibility of the contributing author to obtain any consent necessary.
In order for an author’s work to be published in the Journal, the author must enter into a formal license agreement with the Journal.
Submitted articles cannot have been previously published, nor be forthcoming in an archival journal or book (print or electronic). Please note: "publication" in a working-paper series does not constitute prior publication. In addition, by submitting material to The Canadian Journal for the Scholarship of Teaching and Learning, the author is stipulating that the material is not currently under review at another journal (electronic or print) and that he or she will not submit the material to another journal (electronic or print) until the completion of the editorial decision process at The Canadian Journal for the Scholarship of Teaching and Learning. If you have concerns about the submission terms for The Canadian Journal for the Scholarship of Teaching and Learning, please contact the editors.
Publications
Volume 3, Issue 1 (2012)
- An Introduction to Volume 3 Issue 1 by the Senior Editor - Dianne Bateman
- Reflection: A Key Component to Thinking Critically - Binta M. Colley, Andrea R. Bilics and Carol M. Lerch
- Students' Perceptions of the Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course - Lynn Randall and Pierre Zundel
- Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory - Usha Kuruganti, Ted Needham and Pierre Zundel
- Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns - Jaouad Alem and Céline Boudreau-Larivière
- Enseigner dans un programme universitaire innovant: de nouveaux rôles à apprivoiser, des actespédagogiques à diversifier - Lise St-Pierre, Denis Bédard and Nathalie Lefebvre
- Fostering Scholarship Capacity: The Experience of Nurse Educators - Penelope A. Cash and Betty Tate
Volume 2, Issue 2 (2011)
- An Introduction to Volume 2 Issue 2 by the Senior Editor - Dianne Bateman
- Adjusting Curricular Design to "CREATE" a Culture of Self-Regulation - Rylan Egan
- Evaluating the Oucomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education - Lori Goff
- Inquiry Learning: Instructor Perspectives - Susan Vajoczki, Susan Watt and Michelle M. Vine
- Examination of the Quality of Multiple-Choice Items on Classroom Tests - David DiBattista and Laura Kurzawa
- Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance - April L. McGrath, Alyssa Taylor and Timothy A. Pychyl
Volume 2, Issue 1 (2011)
- An Introduction to Volume 2 Issue 1 by the Editors - Dieter J. Schönwetter and Dianne Bateman
- Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada - Susan Vajoczki, Philip Savage, Lynn Martin, Paola Borin and Erika Kustra
- Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement - Ginny R. Ratsoy
- The Continuing Education of Faculty as Teachers at a Mid-sized Ontario University - Lorraine M. Carter and Bettina Brockerhoff-Macdonald
- An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College - Jean Choi and Shaila Sardar
- A Case Study of the Introductory Pscyhology Blended Learning Model at McMaster University - Faria Sana, Barbara Fenesi and Joseph A. Kim
- Hybrid Courses and Online Policy Dialogues: A Transborder Distance Learning Collaboration - Katina E. Pollock and Sue M. Winton
- Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program - Laura Jayne Nelles, Cathy M. Smith, Leila R. Lax and Lynn Russell
Volume 1, Issue 2 (2010)
- An Introduction to the Second Issue by the Editors - Dieter J. Schönwetter and Dianne Bateman
- Enhancing Canadian Teacher Education Using a Story Framework - Susan M. Drake
- Une perspective SoTL au développement professionnel des enseignants au supérieur : Qu’est-ce que cela signifie pour le conseil pédagogique? - Claire Bélanger
- An Introduction to Ethical Considerations for Novices to Research in Teaching and Learning in Canada - Mark MacLean and Gary Poole
- Applied Methods of Teaching about Oppression and Diversity to Graduate Social Work Students: A Case Example of Digital Stories - Christine A. Walsh, Micheal L. Shier, Kathleen C. Sitter, and Jackie D. Sieppert
- Teacher Education in Online Classrooms: An Inquiry into Instructors’ Lived Experiences - Wendy L. Kraglund-Gauthier, Ottilia Chareka, Anne Murray Orr, and Andrew Foran
- Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching - Eileen M. Herteis
Volume 1, Issue 1 (2010)
- An Introduction by the Editors - Dieter J. Schönwetter and Dianne Bateman
- Diverse Methodological Approaches and Considerations for SoTL in Higher Education - Harry Hubball and Anthony Clarke
- Is "Safety" Dangerous? A Critical Examination of the Classroom as Safe Space - Betty J. Barrett
- The Effectiveness of Library Instruction: Do Student Response Systems (Clickers) Enhance Learning? - Diane Buhay, Lisa A. Best, and Katherine McGuire
- The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference? - Debra L. Dawson, Ken N. Meadows, and Tom Haffie
- Foundation Skills for Scientists: An Evolving Program - Teresa Dawson, Sarah Fedko, Nancy Johnston, Elaine Khoo, Sarah King, Saira Mall, Mary Olaveson, Janice Patterson, Kamini Persaud, Frances Sardone, Zohreh Shahbazi, Allyson Skene, Martha Young, and Clare A. Hasenkampf
- A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course - Angie O'Neill, Gülnur Birol, and Carol Pollock
- Educational Development Websites: What Do They Tell Us About How Canadian Centres Support the Scholarship of Teaching and Learning? - Ros A. Woodhouse and Kristin A. Force
- Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy - Fay Patel
External links
- Official website for the Society for Teaching and Learning in Higher Education 1