Advancing Scholarship of Teaching and Learning in Canada
The Canadian Journal for the Scholarship of Teaching and Learning, known as CJSoTL, has issued a call for applications for associate editors. This peer-reviewed, trans-disciplinary, open-access publication serves as a key platform for educators across Canadian colleges and universities to share research on effective teaching practices and student learning outcomes. The journal, supported by the Society for Teaching and Learning in Higher Education, plays a vital role in fostering evidence-based improvements in postsecondary education nationwide.
Associate editors contribute to the rigorous peer-review process, help shape thematic issues, and mentor emerging scholars in the field of SoTL. The position offers an opportunity for experienced faculty and academic developers to influence the direction of teaching and learning scholarship in Canada while collaborating with the editor-in-chief and existing editorial team.
Understanding the Scholarship of Teaching and Learning
SoTL involves systematic inquiry into teaching and learning processes, with the goal of improving practice and sharing findings publicly. In Canada, this approach has gained significant traction as institutions seek to enhance student success amid evolving challenges such as digital transformation, diverse learner needs, and calls for inclusive pedagogies. CJSoTL publishes articles that bridge theory and practice, covering topics from assessment strategies to curriculum design across disciplines.
Canadian higher education benefits from SoTL because it encourages reflective practice among instructors at universities like the University of Western Ontario, McMaster University, and the University of Calgary, as well as colleges across provinces. The journal's open-access model ensures that research reaches a broad audience, including administrators and policymakers focused on quality assurance and student retention.
The Role of Associate Editors in CJSoTL
Associate editors support the core editorial functions by managing manuscript submissions, coordinating reviews, and providing feedback to authors. They work alongside co-editors and the editor-in-chief to maintain the journal's high standards of scholarly rigor and relevance to Canadian contexts. Responsibilities often include contributing to special issues, promoting the journal within academic networks, and participating in strategic discussions about the future of SoTL publishing.
This collaborative structure ensures that the journal reflects the diversity of Canadian postsecondary institutions, from research-intensive universities to community colleges. Associate editors bring expertise in specific areas such as Indigenous pedagogies, online learning, or equity in education, enriching the publication's scope.
Why This Call Matters for Canadian Academia
The search for associate editors comes at a time when Canadian higher education faces pressures to demonstrate teaching excellence and adapt to new technologies. By expanding the editorial team, CJSoTL strengthens its capacity to handle growing submissions and maintain timely publication schedules. This expansion supports the broader goal of elevating SoTL as a respected form of scholarship equivalent to disciplinary research.
Faculty members who serve in these roles gain valuable experience in academic leadership, which can enhance their own career trajectories. The position also provides networking opportunities within STLHE and international SoTL communities, fostering cross-institutional collaborations that benefit Canadian students and institutions alike.
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Eligibility and Application Process
Applications are welcomed from graduate students, staff, faculty, and administrators with a demonstrated interest in advancing SoTL. Ideal candidates possess a strong publication record in teaching and learning scholarship, experience with peer review, and a commitment to the journal's open-access and trans-disciplinary ethos. The call emphasizes inclusivity, seeking voices from across Canada's linguistic and cultural landscape.
Interested individuals should prepare a brief statement outlining their qualifications, vision for the journal, and relevant experience. Submissions are typically directed to the editorial team via the journal's platform at the University of Western Ontario. Deadlines and specific criteria are outlined in the official announcement on the CJSoTL website.
Impact on Faculty Development and Career Pathways
Serving as an associate editor offers professional development that extends beyond the role itself. Participants refine their editorial skills, deepen their understanding of research methodologies in education, and contribute to shaping national conversations on teaching quality. This experience is particularly valuable for those pursuing leadership positions in academic development centres or faculty affairs offices.
In the Canadian context, where tenure and promotion decisions increasingly value SoTL contributions, editorial service provides tangible evidence of scholarly engagement. It also positions individuals to mentor colleagues and advocate for resources supporting teaching innovation at their home institutions.
Connection to Broader Higher Education Trends
The call aligns with national priorities outlined by bodies such as Universities Canada and the Canadian Association of University Teachers, which emphasize the importance of evidence-informed teaching. As institutions navigate enrollment fluctuations and demands for accountability, SoTL journals like CJSoTL provide essential data and case studies that inform policy and practice.
Recent developments in Canadian higher education, including increased focus on mental health support for students and integration of artificial intelligence in classrooms, highlight the ongoing need for robust SoTL research. Associate editors will play a key part in ensuring these emerging topics receive thoughtful coverage.
Benefits of Contributing to CJSoTL
Editorial team members enjoy recognition within the academic community and access to professional development resources through STLHE. The role fosters a sense of community among like-minded educators dedicated to improving student outcomes. Additionally, the open-access nature of the journal amplifies the reach of Canadian scholarship globally.
By joining the team, associate editors help sustain a publication that has become a cornerstone for SoTL in Canada since its inception, supporting the dissemination of innovative practices that enhance learning across the country.
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Future Outlook for SoTL in Canada
As Canadian postsecondary education continues to evolve, the demand for high-quality SoTL research will grow. The addition of associate editors ensures CJSoTL remains responsive to new challenges and opportunities, including international collaborations and interdisciplinary approaches. This development bodes well for the continued professionalization of teaching in higher education settings.
Stakeholders across the sector, from deans to instructional designers, stand to benefit from a stronger editorial team that can curate content addressing pressing issues like accessibility, sustainability in curricula, and inclusive assessment methods.
How to Get Involved
Prospective applicants are encouraged to review the full call on the journal's announcement page and prepare materials that highlight their passion for SoTL. Early engagement with the journal through submissions or reviews can also strengthen applications. STLHE members may find additional support and networking opportunities through the society's resources.
This is an opportune moment for dedicated educators to step into leadership roles that shape the future of teaching and learning scholarship in Canada.
