CJSoTL makes a distinctive contribution to the scholarship of teaching and learning in three ways. First, the focus is primarily on the scholarship of teaching and learning in Canadian post-secondary institutions. This focus is based on the recognition that the curricula, policies, requirements, and structures of Canadian post-secondary institutions are often distinct from their international counterparts. However, submissions from international colleagues that have relevance to the Canadian context are welcome. Second, the journal provides a forum for a broadly defined spectrum of “educators” to exchange and integrate ideas and information on teaching and learning in post-secondary education. The targeted author- and readership of CJSoTL is instructors, academic staff, educational developers, academic librarians, learning resource specialists, and graduate students. Third, the journal solicits contributions from both Canadian universities and colleges, including the Collèges d'enseignement général et professionnel (CEGEP) in Québec. The journal provides a forum to address issues in teaching and learning that are specific to these institutions as well as issues that transcend institution type. The Editorial Board members are educators from across Canada who are committed to the substantial contribution that this journal will make to the scholarship of teaching and learning.