Welcome to the Journal of University Teaching and Learning Practice (JUTLP)
JUTLP is a 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. The Journal is indexed by Scopus and listed with the EBSCO database. ISSN: 1449-9789.
Our COVID-19 Collaborative Expression of Interest ProcessAt the Journal of University Teaching and Learning Practice, we understand the role that we can have in supporting early career researchers and academics to launch their international networks in the absence of international conferences. The Journal of University Teaching and Learning Practice would like to support this transition during COVID-19. For academics seeking to form new international research relationships, please fill in the expression of interest form. We will aim to pair you with potential collaborators. At this stage, we can only pair English projects. Please note our support in forming collaborative teams does not guarantee publication in our Journal, and all final submissions will undergo rigorous peer review processes.
Join the JUTLP FamilyOur Journal has a strong team of Editors, Guest Editors, Reviewers, and Authors. If you would like to be a part of our journey, please consider the following open expressions of interest:
Current Issue: Volume 18, Issue 2 (2021) Innovations and challenges in the teaching of statistics to non-specialists
What statistics instructors need to know about concept acquisition to make statistics stick
Jochen Kruppa, Jessica Rohmann, Carolin Herrmann, Miriam Sieg, Kerstin Rubarth, and Sophie Piper
Revelations from story writing in business statistics: An exercise in decoding
Collette Lemieux and Brad Quiring
When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences
Rachel Hilliam and Karen Vines
A case study in the e-assessment of statistics for non-specialists
Iain Weir, Rhys Gwynllyw, and Karen Henderson
Teaching research methods to undergraduate dental students
Sam Leary and Andy Ness