The special issue, guest edited by Brad Wuetherick and Michael K. Potter, provides examples of SoTL work that use the genres, approaches, research designs, theoretical and epistemological frameworks, and methodologies of the arts and humanities to explore key topics in teaching and learning.
“SoTL through the Lenses of the Arts and Humanities” makes a significant contribution to the SoTL literature with the following articles:
- “Who is Represented in the Teaching Commons?: SoTL Through the Lenses of the Arts and Humanities” – Michael K. Potter and Brad Wuetherick
- “Holding It Up to the Light: Looking at Learning through the Lenses of the Arts and Humanities” – Nancy L. Chick
- “Pedagogical Reflections on Internalizing Geopolitical Representations in Print Media” – Wisam Khalid Abdul-Jabbar
- “Poetic Re-presentations on Trust in Higher Education” – Kim West and Candace Bloomquist
- “On Being Taught” – Ada S. Jaarsma
- “Novel Readings: Reimagining the Value of the University” – Erin Aspenlieder
- “Incorporating a Creative Component in First-Year Law” – John C. Kleefeld and Patricia L. Farnese
- “Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres” – Marie Vander Kloet
- “Student Learning and Conference Design: The Case of Interdisciplinary / Multidisciplinary Woolf” – Ann Martin, Kathryn Holland, and Taylor Witiw
- “Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development” – Trevor M. Holmes and Kathryn A. Sutherland
- “Meta-design as a Pedagogical Framework for Encouraging Student Agency and Democratizing the Classroom” – Christopher Hethrington
We invite you to read these exceptional articles and learn more about the journal by visiting http://www.cjsotl-rcacea.ca/.
Elizabeth Marquis, Senior Editor
Ken N. Meadows, Managing Editor The Canadian Journal for the Scholarship of Teaching and Learning