Special issue of CJSoTL: “SoTL within Canadian Contexts & Communities: The Collaborative Writing Group Initiative”

Hello SoTL Canada!

We are pleased to announce the publication of “SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative” a special issue of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL).

The special issue was guest edited by Nicola Simmons and CJSoTL Senior Editor Elizabeth Marquis. This issue was generated through a unique collaborative writing initiative facilitated by the SoTL Canada constituency of the Society for Teaching and Learning in Higher Education. Through this initiative, teams of scholars from across Canada came together to co-author articles on teaching and learning topics of shared interest, including the development of SoTL in various institutional contexts and the questions of who does (or does not) engage in SoTL work.

“SoTL within Canadian Contexts & Communities: The Collaborative Writing Groups Initiative” makes a significant to the SoTL literature with the following articles:

“Defining the Scholarship of Teaching and Learning” By: Nicola Simmons and Elizabeth Marquis

“Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education” By: Mick Healey

“Leading Up in the Scholarship of Teaching and Learning” By: Janice E. Miller-Young, Catherine Anderson, Deborah Kiceniuk, Julie Mooney, Jessica Riddell, Alice Schmidt Hanbidge, Veronica Ward, Maureen A. Wideman, and Nancy Chick

“Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector” By: Eileen De Courcy, Tim Loblaw, Jessica Paterson, Theresa Southam, and Mary M. Wilson

“Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement” By: Jason A. Openo, Cory Laverty, Klodiana Kolomitro, Paola Borin, Lori Goff, Matthew Stranach, and Nahla Gomaa

“Nested Within or Swallowed Up: Le dilemme des chercheurs francophones en pédagogie postsecondaire au Canada” By: Genevieve Maheux-Pelletier, Vanessa Rukholm, Jovan Groen, and Nancy Vézina

“Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions” By: Anita Acai, Bree Akesson, Meghan Allen, Victoria Chen, Clarke Mathany, Brett McCollum, Jennifer Spencer, and Roselynn E. M. Verwoord

“Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning” By: Marie Vander Kloet, Mandy Frake-Mistak, Michelle K. McGinn, Marion Caldecott, Erin D. Aspenlieder, Jacqueline L. Beres, Sherry Fukuzawa, Alice Cassidy, and Apryl Gill

“Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development” By: Natasha Kenny, Celia Popovic, Jill McSweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita, and Eliana El Khoury

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

Sincerely,

Elizabeth Marquis, Senior Editor

Ken N. Meadows, Managing Editor

The Canadian Journal for the Scholarship of Teaching and Learning

 

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One Response to Special issue of CJSoTL: “SoTL within Canadian Contexts & Communities: The Collaborative Writing Group Initiative”

  1. Nancy Chick says:

    Thanks to Nicola and Beth and all the Group Leaders, aka Cat-Herders! I really enjoyed being a group participant and look forward to reading all of the essays. Such a great project!

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