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ISSN: 2333-9721
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Canadian Journal for the Scholarship of Teaching and Learning

ISSN Print: 1918-2902

ISSN Online:

主页: http://www.cjsotl-rcacea.ca/

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Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

Usha Kuruganti,Ted Needham,Pierre Zundel

Students' Perceptions of the Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course

Lynn Randall,Pierre Zundel

Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

Justan Lougheed,James Kirkland,Genevieve Newton

Impact of Multitasking on Listening Effectiveness in the Learning Environment

Alla Kushniryk,Kenneth J. Levine

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,Carol M. Lerch

Enseigner dans un programme universitaire innovant : de nouveaux r les à apprivoiser, des actes pédagogiques à diversifier

Lise St-Pierre,Denis Bédard,Nathalie Lefebvre

Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns

Jaouad Alem,Céline Boudreau-Larivière

Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

Leslie F. Reid

Are We Doing Any Good? A Value-Added Analysis of UBC's Science One Program

Neil Dryden,Celeste Leander,Domingo Louis-Martinez,Hiroko Nakahara

A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students

Corey A. Goldman

Creating, Resisting or Neglecting Change: Exploring the Complexities of Accessible Education for Students with Disabilities

Elizabeth Marquis,Bonny Jung,Ann Fudge-Schormans,Susan Vajoczki

An Introduction to Volume 3 Issue 2 by the Senior Editor

Dianne Bateman

Fostering Scholarship Capacity: The Experience of Nurse Educators

Penelope A. Cash,Betty Tate

Examination of the Quality of Multiple-choice Items on Classroom Tests

David DiBattista,Laura Kurzawa

An Introduction to Volume 2 Issue 1 by the Editors

Dieter J. Sch？nwetter,Dianne Bateman

Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance

April L. McGrath,Alyssa Taylor,Timothy A. Pychyl

Adjusting Curricular Design to "CREATE" a Culture of Self-Regulation

Ryan Egan

Hybrid Courses and Online Policy Dialogues: A Transborder Distance Learning Collaboration

Katina E. Pollock,Sue M. Winton

A Case Study of the Introductory Psychology Blended Learning Model at McMaster University

Faria Sana,Barbara Fenesi,Joseph A. Kim

Inquiry Learning: Instructor Perspectives

Susan Vajoczki,Susan Watt,Michelle M. Vine

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

Lori Goff

An Introduction to Volume 2 Issue 2 by the Senior Editor

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

Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

Ginny R. Ratsoy

Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

Laura Jayne Nelles,Cathy M. Smith,Leila R. Lax,Lynn Russell

The Continuing Education of Faculty as Teachers at a Mid-Sized Ontario University

Lorraine M. Carter,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,Shaila Sardar

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,Gu？lnur Birol,Carol Pollock

Is "Safety" Dangerous? A Critical Examination of the Classroom as Safe Space

Betty J. Barrett

The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

Debra L. Dawson,Ken N. Meadows,Tom Haffie

Foundation Skills for Scientists: An Evolving Program

Teresa Dawson,Sarah Fedko,Nancy Johnston,Elaine Khoo

Teacher Education in Online Classrooms: An Inquiry into Instructors’ Lived Experiences

Wendy L. Kraglund-Gauthier,Ottilia Chareka,Anne Murray Orr,Andrew Foran

Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy

Fay Patel

Enhancing Canadian Teacher Education Using a Story Framework

Susan M. Drake

Educational Development Websites: What Do They Tell Us About How Canadian Centres Support the Scholarship of Teaching and Learning?

Ros A. Woodhouse,Kristin A. Force

Une perspective SoTL au de veloppement professionnel des enseignants au supe rieur : Qu’est-ce que cela signifie pour le conseil pe dagogique?

Claire Be？langer

Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching

Eileen M. Herteis

Diverse Methodological Approaches and Considerations for SoTL in Higher Education

Harry Hubball,Anthony Clarke

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,Jackie D. Sieppert

An Introduction to the Second Issue by the Editors

Dieter J. Scho？nwetter,Dianne Bateman

An Introduction to Ethical Considerations for Novices to Research in Teaching and Learning in Canada

Mark MacLean,Gary Poole

An Introduction by the Editors

Dieter J. Sch？nwetter,Dianne Bateman

The Effectiveness of Library Instruction: Do Student Response Systems (Clickers) Enhance Learning?

Diane Buhay,Lisa A. Best,Katherine McGuire

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