Canadian Journal of University Continuing Education

The Journal has two objectives. The first is to advance and disseminate knowledge by publishing analytical and research papers, reports, reviews, and commentaries of value to professional practice in continuing education in general, and university continuing education in particular. The second is to encourage dialogue about continuing education within and among relevant professional and academic communities.

Submit an article to our journal electronically by registering first. View our submission guidelines and then upload your submission.

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Archived Issues: 1995-present

Current Issue:

Vol 40, No 1 (2014)

Table of Contents

Editorial

Best Practices in Continuing, Professional, and Higher Education PDF
Atlanta Sloane-Seale

Articles

Teaching Compressed-Format Courses: Teacher-Based Best Practices Abstract PDF
William J. Kops
The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education Abstract PDF
Vince Salyers, Lorraine Carter, Steve Cairns, Luke Durrer
Learning Is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education Abstract PDF
Christie Schultz

Reports of Practice

Responsive BScN Programming at Nipissing University: The Continuing Education of Ontario Nurses Abstract PDF
Scott Fitzgerald, Beverley Beattie, Lorraine Carter, Wenda Caswell

Book Reviews

Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts PDF
Kevin Callahan
Social Mobility and Higher Education: The Life Experiences of First Generation Entrants in Higher Education PDF
Susan Holmes
Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment (2nd ed.) PDF
Wendy Kraglund-Gauthier
Technology Use and Research Approaches for Community Education and Professional Development PDF
Richard Rush
Dancing in the Light: Essential Elements for an Inquiry Classroom PDF
Caterina Valentino


ISSN: 0318-9090