The Journal of University Teaching and Learning Practice is a tri-annual, peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
Journal of University Teaching and Learning Practice ISSN: 1449-9789.
Current Issue: Volume 13, Issue 5 (2016)
Issue 13.5 Editorial
Alisa Percy and Dominique R. Parrish
Taking the Long Road: a Faculty Model for Incremental Change Towards Standards-based Support for Sessional Teachers in Higher Education
Julia Savage Dr and Vikki Pollard Dr
Communication Idol: Using popular culture to catalyse active learning by engaging students in the development of entertaining teaching and learning resources
Tinashe Dune, John Bidewell, Rubab Firdaus, and Morwenna Kirwan
Wikistudents. Teaching consumption through production hands on with Wikipedia
Roberta Sassatelli Prof., Elisa Arfini Dr., Valeria Piro Dr., and Laura Zambelli Dr.
Evaluation of a “Flipped Classroom” Approach in Management Education
Ole Jakob Bergfjord and Tarjei Heggernes
Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates
Maryanne Kelton and Verity Kingsmill
Developing a Conceptual Framework for Student Learning during International Community Engagement
Matthew A. Pink, Youssef Taouk, Stephen Guinea, Katie Bunch, Karen Flowers, and Karen Nightingale
The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities
Helen M. Stallman 83024360 and Sharron King
A view through the long lens: Pre-service teachers' perceptions of multi-campus course delivery
Bernadette Walker-Gibbs A/Prof, Louise Paatsch, Janet Moles Dr, Bonnie Yim Dr, and Terri Redpath Ms