{"id":305,"date":"2020-04-21T13:02:57","date_gmt":"2020-04-21T17:02:57","guid":{"rendered":"https:\/\/carleton.ca\/tls\/?page_id=305"},"modified":"2025-03-20T12:18:12","modified_gmt":"2025-03-20T16:18:12","slug":"scholarship-of-teaching-and-learning","status":"publish","type":"page","link":"https:\/\/carleton.ca\/tls\/teaching-learning-and-pedagogy\/scholarship-of-teaching-and-learning\/","title":{"rendered":"Scholarship of Teaching and Learning (SoTL)"},"content":{"rendered":"<p>The Scholarship of Teaching and Learning (SoTL) is a priority at Carleton University as the practice of reflection and research-led approaches to teaching are integral to a quality educational experience for both instructors and students. If you have any questions or would like to get support in all stages of your SoTL projects, please <a href=\"&#x6d;&#x61;&#105;&#108;t&#x6f;&#x3a;&#x74;&#108;&#115;&#64;&#x63;&#x61;&#x72;&#108;&#101;t&#x6f;&#x6e;&#x2e;&#99;&#97;\">contact us<\/a>.<\/p>\n<h2>What is SoTL?<\/h2>\n<p>The Scholarship of Teaching involves exploring teaching and learning in your own context, similarly to how you would approach research in your field of specialization. It often includes reflecting on your own practice, seeking out resources to enhance what you are doing, implementing these enhancements, assessing the outcomes, and disseminating this knowledge to others.To learn more, watch this video produced by the Centre for Engaged Learning at Elon University.<\/p>\n<div class=\"content__video\"><iframe loading=\"lazy\" title=\"Key Characteristics of the Scholarship of Teaching and Learning\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/yvDKHHyx7YY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<h2>Getting Started with SoTL<\/h2>\n<p><a href=\"https:\/\/my.vanderbilt.edu\/sotl\/\" target=\"_blank\" rel=\"noopener noreferrer\">This SoTL Guide<\/a> from the Vanderbilt University Center for Teaching is an excellent resource about different steps in conducting a SoTL project, such as conducting a literature review, planning the project design, identifying evidence, etc. Other resources that can help you get started include:<\/p>\n<ul>\n<li><a href=\"https:\/\/carleton.ca\/tls\/wp-content\/uploads\/HEQCO-SoTL-Guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Researching teaching and student outcomes in post-secondary education: A guide<\/a> \u2013 The Higher Education Quality Council of Ontario<\/li>\n<li><a href=\"https:\/\/researchsotl.wordpress.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">SoTL Annotated literature database<\/a> \u2013 managed by Dr. Nicola Simmons<\/li>\n<li><a href=\"https:\/\/carleton.ca\/tls\/wp-content\/uploads\/Writing-about-Learning-and-Teaching-in-Higher-Education.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Writing about learning and teaching in higher education: Creating and contributing to scholarly conversations across a range of genre<\/a>s.\u00a0(2020). This book, written by M. Healey, K. E. Matthews, and A. Cook-Sather, A., from Elon University, is aimed at faculty, staff, and students new to and experienced in writing about learning and teaching. The book unpacks the process of writing for publication in a wide variety of genres, including empirical research articles, conceptual pieces, case studies, reflective essays, stories, and social media.<\/li>\n<\/ul>\n<h2>Funding for SoTL Projects<\/h2>\n<p>TLS maintains a list of <a href=\"https:\/\/carleton.ca\/tls\/awards-and-grants\/external-grants\/\" rel=\"noopener noreferrer\">external<\/a> teaching grants available to instructors. If you wish to pursue a grant, we can help review or revise your application.<\/p>\n<h2>Ethical Considerations for SoTL Research<\/h2>\n<p>An instructor conducting SoTL research is faced with the unique challenge of playing a dual role as both a teacher and a researcher. It&#8217;s important to be aware of ethical considerations as you navigate this complex situation. You can refer to this <a href=\"https:\/\/taylorinstitute.ucalgary.ca\/resources\/ethics-scholarship-teaching-and-learning\" target=\"_blank\" rel=\"noopener noreferrer\">SoTL ethics guide<\/a> from the Taylor Institute at the University of Calgary for some guidance or visit <a href=\"https:\/\/carleton.ca\/researchethics\" target=\"_blank\" rel=\"noopener noreferrer\">Carleton&#8217;s Office of Research Ethics website<\/a>\u00a0for more information.<\/p>\n<h2>Dissemination of SoTL Research<\/h2>\n<h3>Podcasts<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.theartandscienceoflearning.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cult of Pedagogy<\/a><\/li>\n<li><a href=\"https:\/\/www.edupexperience.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Inside Higher Ed<\/a><\/li>\n<\/ul>\n<h3>Blogs<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.timeshighereducation.com\/write-times-higher-education\" target=\"_blank\" rel=\"noopener noreferrer\">Times Higher Education<\/a><\/li>\n<li><a href=\"https:\/\/www.chronicle.com\/page\/write-for-us\" target=\"_blank\" rel=\"noopener noreferrer\">The Chronicle of Higher Education<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/contribute\/\" target=\"_blank\" rel=\"noopener noreferrer\">Faculty Focus<\/a><\/li>\n<\/ul>\n<h3>SoTL Journals<\/h3>\n<ul>\n<li><a href=\"https:\/\/ojs.lib.uwo.ca\/index.php\/cjsotl_rcacea\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Canadian Journal for the Scholarship of Teaching and Learning<\/a> (CJSoTL)<\/li>\n<li><a href=\"https:\/\/cje-rce.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Canadian Journal of Education<\/a><\/li>\n<li><a href=\"https:\/\/digitalcommons.georgiasouthern.edu\/ij-sotl\/\" target=\"_blank\" rel=\"noopener noreferrer\">International Journal for Scholarship of Teaching and Learning<\/a> (IJSoTL)<\/li>\n<li><a href=\"http:\/\/tlijournal.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching and Learning Inquiry: The ISSOTL Journal<\/a><\/li>\n<li><a href=\"https:\/\/scholarworks.iu.edu\/journals\/index.php\/josotl\" target=\"_blank\" rel=\"noopener noreferrer\">Journal of the Scholarship of Teaching and Learning<\/a> (JoSoTL)<\/li>\n<li><a href=\"https:\/\/www.tandfonline.com\/toc\/cthe20\/current#.VJIB5kufPRo\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching in Higher Education<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1_pcOFrYPDSdmXdxYWK0hileuf2CnaRYJvTa5uMBro9g\/edit\" target=\"_blank\" rel=\"noopener noreferrer\">List of open access journals from eCampusOntario<\/a><\/li>\n<\/ul>\n<h2>Publications by Carleton&#8217;s Educators<\/h2>\n<div class=\"slideme\"><dl class=\"slideme__list\"><dt class=\"slideme__term\"><a href=\"#slideme-books-and-book-chapters\" aria-expanded=\"false\" aria-controls=\"slideme-books-and-book-chapters\" class=\"slideme__heading slideme__trigger\">Books and Book Chapters<\/a><\/dt><dd class=\"slideme__description\" id=\"slideme-books-and-book-chapters\" aria-hidden=\"true\"><p><\/p>\n<ul>\n<li>H. A. Smith, M. A. Boyer, &amp; D. J. Hornsby (Eds.). (2024). The Oxford handbook of international studies pedagogy. New York, NJ: Oxford University Press.<a href=\"https:\/\/doi.org\/10.1093\/oxfordhb\/9780197544891.001.0001\"> https:\/\/doi.org\/10.1093\/oxfordhb\/9780197544891.001.0001<\/a><\/li>\n<li>N. K. Turner, N. Baker, D. J. Hornsby, A. Germain-Rutherford, D. Graham, &amp; B. Wuetherick (Eds.). (2024). Online, open, and equitable education: Lessons from teaching and learning during the global pandemic. Elon University Center for Engaged Learning open access book series. <a href=\"https:\/\/doi.org\/10.36284\/celelon.oa7\">https:\/\/doi.org\/10.36284\/celelon.oa7<\/a><\/li>\n<li>Arvanitakis, J., Hornsby, D. J. (2024). The Academic Citizen Scholar. In: P. Gibbs, P., V. de Rijke, V., &amp; A. Peterson (Eds.). The contemporary scholar in higher education. Palgrave Macmillan, Cham. <a href=\"https:\/\/doi.org\/10.1007\/978-3-031-59435-9_4\">https:\/\/doi.org\/10.1007\/978-3-031-59435-9_4<\/a><\/li>\n<li>Steele, A. L. (2023). Experiential learning in engineering education. CRC Press, Taylor &amp; Francis Group. DOI <a href=\"https:\/\/doi.org\/10.1201\/9781003007159%20%0d7\">https:\/\/doi.org\/10.1201\/9781003007159<\/a><\/li>\n<li>P. Ballamingie &amp; D. Szanto (Eds.). (2022). <a href=\"https:\/\/ecampusontario.pressbooks.pub\/showingtheory\/\">Showing theory to know theory: Understanding social science concepts through illustrative vignettes<\/a>. Showing Theory Press, Ottawa, ON.<\/li>\n<li>Hartwick, P., McCarroll, J. &amp; Davidson, A. (2018) What is ePortfolio \u201cdone well?\u201d A case of course level analysis. Catalyst in Action, Fall 2018<\/li>\n<li>Steele, A. L., Haines, M. &amp; Critchley, V. (2018) Informal learning spaces in libraries. In Exploring Informal Learning Space in the University: A Collaborative Approach\u00a0(edited by G. Matthews, G. Walton)<\/li>\n<li>R. Osman &amp; D. J. Hornsby (Eds.) (2017) Transforming Teaching and Learning in Higher Education: Towards a Socially Just Pedagogy in a Global Context<\/li>\n<li>J. Arvanitakis &amp; D. J. Hornsby (Eds.) (2016). Universities, the Citizen Scholar and the Future of Higher Education<\/li>\n<li>Arvanitakis, J. &amp; Hornsby, D. J. (2016) Are universities redundant? In Universities, the Citizen Scholar, and the Future of Higher Education (edited by J. Arvanitakis &amp; D. J. Hornsby)<\/li>\n<li>D. J. Hornsby, R. Osman, &amp; J. De Matos-Ala (Eds.) (2013) Large-class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education<\/li>\n<li>J. C. Hughes &amp; J. Mighty (Eds.) (2010). Taking Stock: Research on Teaching and Learning in Higher Education<\/li>\n<\/ul>\n<p><\/p><\/dd><dl><\/div>\n<div class=\"slideme\"><dl class=\"slideme__list\"><dt class=\"slideme__term\"><a href=\"#slideme-articles\" aria-expanded=\"false\" aria-controls=\"slideme-articles\" class=\"slideme__heading slideme__trigger\">Articles<\/a><\/dt><dd class=\"slideme__description\" id=\"slideme-articles\" aria-hidden=\"true\"><p><\/p>\n<ul>\n<li>Bruggink, S., Dawson, J. W., &amp; McKinnell, I. W. (2025). Isolating the effects of gamfication &#8211; design and analysis of a learning engagement app tailored to course content. Technology, Knowledge and Learning. <a href=\"https:\/\/doi.org\/10.1007\/s10758-025-09823-z\">https:\/\/doi.org\/10.1007\/s10758-025-09823-z<\/a><\/li>\n<li>Petrovic-Dzerdz, M. (2024). Reverse engineering a multiple-choice test blueprint to improve course alignment. Collected Essays on Learning and Teaching, 15(1). <a href=\"https:\/\/celt.uwindsor.ca\/index.php\/CELT\/article\/view\/7856\">https:\/\/celt.uwindsor.ca\/index.php\/CELT\/article\/view\/7856<\/a><\/li>\n<li>Godden, L., &amp; Hoessler, C. (2024). (Re)designing for equity, access, and inclusion in work-integrated learning. International Journal of Work-Integrated Learning, Vol. 25, Issue 1, Special issue. <a href=\"https:\/\/www.ijwil.org\/files\/IJWIL_25_1_37_50.pdf\">https:\/\/www.ijwil.org\/files\/IJWIL_25_1_37_50.pdf<\/a><\/li>\n<li>Audette-Longo, T. &amp; Alexiou, C. (2024). Shifting spaces: How journalism students perceive their training through the COVIC-19 pandemic. Journalism Practice. DOI:\u00a0<a href=\"https:\/\/doi.org\/10.1080\/17512786.2024.2313145\">10.1080\/17512786.2024.2313145<\/a><\/li>\n<li>Carliner, S. &amp; Chen, Y. (2024). Instructional design: A collaboration or a consultation? An example of the working relationships between instructional designers and instructors. The Journal of Applied Instructional Design, 13(1). <a href=\"https:\/\/dx.doi.org\/10.59668\/723.13045\">https:\/\/dx.doi.org\/10.59668\/723.13045<\/a><\/li>\n<li>Hellemans, K. G. C., Horn, W., Kazmierski, V., Mullally, M., &amp; Harris, E. (2023). Developing and implementing a blended faculty teaching mentorship\u00a0 program:\u00a0 A\u00a0 Canadian\u00a0 pilot\u00a0 project The Canadian\u00a0 Journal\u00a0 for\u00a0 the\u00a0 Scholarship\u00a0 of\u00a0 Teaching\u00a0 and\u00a0 Learning,\u00a0 14(2). <a title=\"Original URL: https:\/\/doi.org\/10.5206\/cjsotlrcacea.2023.2.9344 Click to follow link.\" href=\"https:\/\/can01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.5206%2Fcjsotlrcacea.2023.2.9344&amp;data=05%7C01%7CBryanGagnon%40cunet.carleton.ca%7C3d9a59efc697410875d308dbf4f90284%7C6ad91895de06485ebc51fce126cc8530%7C0%7C0%7C638373122539896951%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=IqAHcggTWSrf%2F0QClhlhUUQpuEtniGtvFxwrGUb6y1Q%3D&amp;reserved=0\">https:\/\/doi.org\/10.5206\/cjsotlrcacea.2023.2.9344<\/a><\/li>\n<li>Veras, M., Dyer, JO., Rooney, M., Baros Silva, PG., Rutherford, D., &amp; Kairy, D. (2023). Usability and efficacy of Artificial Intelligence chatbots (ChatGPT) for health sciences students: Protocol for a crossover randomized controlled trial. JMIR Research Protocol, Vol. 12, 2023. doi:\u00a0<a href=\"https:\/\/doi.org\/10.2196\/51873\" target=\"_blank\" rel=\"noopener noreferrer\" aria-label=\"DOI number 10.2196\/51873\" data-test=\"article-doi\">10.2196\/51873<\/a><\/li>\n<li>Petrovic-Dzerdz, M., &amp; Marini, A. (2023). Cooking the course from scratch: An Implementation guide for in-person and online faculty development workshops. Collected Essays on Learning and Teaching, 14(1). DOI: <a href=\"https:\/\/doi.org\/10.22329\/celt.v14i1.6957\">https:\/\/doi.org\/10.22329\/celt.v14i1.6957 <\/a><\/li>\n<li>Richardson, L. (2023). The effects of interactive mini-lessons on students\u2019 educational experience. Research in Learning Technology, Vol. 31: 2900, 2023. <a href=\"http:\/\/dx.doi.org\/10.25304\/rlt.v31.2900\">http:\/\/dx.doi.org\/10.25304\/rlt.v31.2900<\/a><\/li>\n<li>Steckley, M., Fortin, E., &amp; Minic, A.\u00a0(2022)\u00a0Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University,\u00a0International Journal of Inclusive Education,\u00a0DOI:\u00a0<a href=\"https:\/\/doi.org\/10.1080\/13603116.2022.2104944\">10.1080\/13603116.2022.2104944<\/a><\/li>\n<li>O\u2019Brien, W., Dor\u00e9, N., Campbell-Templeman, K., Lowcay, D., &amp; Derakhti, M. (2021). Living labs as an opportunity for experiential learning in building engineering education. Advanced Engineering Informatics, Volume 50, 2021, <a href=\"https:\/\/doi.org\/10.1016\/j.aei.2021.101440\">https:\/\/doi.org\/10.1016\/j.aei.2021.101440<\/a>.<\/li>\n<li>Seniuk Cicek, J., Steele, A., Gauthier, S., Mante, A. A., Wolf, P., Robinson, M., &amp; Mattucci, S.\u00a0(2021)\u00a0Indigenizing engineering education in Canada: critically considered,\u00a0Teaching in Higher Education,\u00a026:7-8,\u00a01038-1059,\u00a0DOI\u00a0 <a href=\"https:\/\/doi.org\/10.1080\/13562517.2021.1935847\">https:\/\/doi.org\/10.1080\/13562517.2021.1935847<\/a><\/li>\n<li>Steele, A., &amp; Schramm, C. (2021). Situated learning perspective for online approaches to laboratory and project work. DOI <a href=\"https:\/\/doi.org\/10.24908\/pceea.vi0.14844\">https:\/\/doi.org\/10.24908\/pceea.vi0.14844<\/a><\/li>\n<li>Naffi, N. et al. (2020).\u00a0<a href=\"https:\/\/carleton.ca\/tls\/wp-content\/uploads\/Disruption-in-and-by-Centres-for-Teaching-and-Learning-During-the-COVID-19-Pandemic-Leading-the-Future-of-Higher-Ed.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Disruption in and by centres for teaching and learning during the COVID-19 pandemic: Leading the future of higher education<\/a>\u00a0White Paper. August 2020. With commentary from Hornsby, D., Lyons, P., Koroluk, J., and Polovina-Vukovic, D.<\/li>\n<li>Steele, A., Schramm, C., &amp; Horn-Miller, K. (2020). Use of Indigenous Learning Bundle in engineering project course. Proceedings of the Canadian Engineering Education Association. DOI:\u00a0<a href=\"https:\/\/doi.org\/10.24908\/pceea.vi0.14138\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.24908\/pceea.vi0.14138<\/a><\/li>\n<li>Lui, M., McEwen, R., and Mullally, M. (2020). Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring.\u00a0British Journal of Educational Technology<em>.\u00a0<\/em><a href=\"https:\/\/doi.org\/10.1111\/bjet.13022\" target=\"_blank\" rel=\"noopener noreferrer\">doi:10.1111\/bjet.13022<\/a><\/li>\n<li>Chen, Y., &amp; Carliner, S. (2020). A special SME : An integrative literature review of the relationship between instructional designers and faculty in the design of online courses for higher education.\u00a0Performance Improvement Quarterly (PIQ), Vol. 33, Issue 3, 2020.\u00a0<a href=\"https:\/\/doi.org\/10.1002\/piq.21339\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1002\/piq.21339<\/a><\/li>\n<li>Hornsby, D. J. (2020).\u00a0<a href=\"https:\/\/zenodo.org\/record\/3893426#.XuZody2z1Bw\" target=\"_blank\" rel=\"noopener noreferrer\">Moving large classes online: Principles for teaching, learning and assessment<\/a>. Pedagogy for Higher Education Large Classes (PHELC20) Co-located with 6th International Conference on Higher Education Advances (HEAd\u201920), Universitat Polit\u00e8cnica de Val\u00e8ncia, Val\u00e8ncia, 2020, DOI:10.5281\/zenodo.3893426<\/li>\n<li>Smith, H. A., &amp; Hornsby, D. J. (2020).\u00a0<a href=\"https:\/\/www.researchgate.net\/publication\/341113230_Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_teaching\/link\/5eaed804299bf18b959185e3\/download\" target=\"_blank\" rel=\"noopener noreferrer\">Towards a Pandemic Pedagogy: Power and politics in learning and teaching<\/a>. DOI: 10.13140\/RG.2.2.29280.64005<\/li>\n<li>Harris, E., Frankel, L., St. Arnaud, C., &amp; Bamber, A. (2019). Puzzling pieces: A sensory design learning tool.\u00a0The Senses and Society,\u00a0Vol. 14(30), pp. 351-360.<\/li>\n<li>McLeod, A. (2019). Ubiquitous computing education.\u00a0IEEE Pervasive Computing, Vol. 18, No. 3, pp. 59-62, 1 July-Sept. 2019.doi: 10.1109\/MPRV.2019.2926655<\/li>\n<li>Davidson, A., Hartwick, P. &amp; McCarroll, J. (2019) Bridging research to practice and practice to research: ePortfolio practitioners\u2019 perspectives.\u00a0AAEEBL ePortfolio Review<span style=\"text-decoration: underline;\">,<\/span>\u00a0Vol. 3, Issue 1.<\/li>\n<li>Reynolds, C.,Ring, G., Confrey, T., Davidson, A. &amp; Stuart, H. (2019) Building bridges: Creating connections by building our portfolios.\u00a0AAEEBL ePortfolio Review, Vol. 3, Issue 2.<\/li>\n<li>Osman, R. &amp; Hornsby, D. J. (2018).\u00a0<span class=\"fontstyle2\">Possibilities toward a socially just pedagogy: New tasks and challenges.\u00a0Journal of Human Behavior in the Social Environment,\u00a0<span class=\"volume_issue\">28:4,<\/span>\u00a0pp.\u00a0<span class=\"page_range\">397-405.<\/span><\/span><\/li>\n<li>Petrovic-Dzerdz, M. &amp; Tr\u00e9panier, A. (2018) Online hunting, gathering and sharing \u2013 a return to experiential learning in a digital age.\u00a0International Review of Research in Open and Distributed Learning, Vol. 19, No 2.<\/li>\n<li>Steele, A. L., Schramm, C. &amp; Ricketts, P. (2016) Evolving interest in using an informal learning space for formal teaching.\u00a0The Turkish Online Journal of Educational Technology, November Special Issue, pp. 939-947.<\/li>\n<li>Hornsby, D. J., &amp; Osman, R. (2014). Massification in higher education: Large classes and student learning.\u00a0Higher Education, Vol. 67 (6), pp. 711-719.<\/li>\n<li>Burk, R., Lyons, P., Noriega, A. &amp; Polovina-Vukovic, D. (2013). The impact of multiple electronic learning resources on student academic performance. Higher Education Quality Council of Ontario (HEQCO).<\/li>\n<li>Mighty, J. (2013). One important lesson I\u2019ve learned from my involvement in SoTL. Inaugural issue of the\u00a0Teaching and Learning Inquiry.<\/li>\n<li>Mighty, J. (2013). The future of university teaching: Bleak or promising?\u00a0International Journal for the Scholarship of Teaching and Learning.<\/li>\n<li>Miles, C. A. &amp; Polovina-Vukovic, D. (2012). The role of new faculty orientations in improving the effectiveness of university teaching. Higher Education Quality Council of Ontario (HEQCO)<\/li>\n<li>Miles, C. A., Polovina-Vukovic, D., Litteljohn, D. &amp; Marini, A. (2010) The effectiveness of the Peer-assisted Study Sessions (PASS) program in enhancing student academic success at Carleton University. Higher Education Quality Council of Ontario (HEQCO)<\/li>\n<\/ul>\n<p><\/p><\/dd><dl><\/div>\n","protected":false},"excerpt":{"rendered":"<p>The Scholarship of Teaching and Learning (SoTL) is a priority at Carleton University as the practice of reflection and research-led approaches to teaching are integral to a quality educational experience for both instructors and students. If you have any questions or would like to get support in all stages of your SoTL projects, please contact [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":465,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - 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