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 1 (2021) Satisfying Many Masters: Teaching into Professional Degrees in the 21st Century
Editorial 18.1. Satisfying Many Masters: Teaching into Professional Degrees in the 21st Century
Pauline Collins and Lynda Crowley-Cyr
Using Peer Assisted Learning to improve academic engagement and progression of first year online law students
Lynda Crowley-Cyr and James Hevers
The higher degree by research student as ‘master’: Utilising a design thinking approach to improve learner experience in higher degree research supervision
Luke van der Laan, Gail Ormsby, Lee Fergusson, and Maria Pau
Work-Integrated Learning: The new professional apprenticeship?
Kate Ashman, Francine Rochford, and Brett Slade
Student ‘voice’ and higher education assessment: Is it all about the money?
Andrew Hemming and Margaret Power
Designing a peer-led approach to teaching review and enhancement in academia
Dominique Moritz, Simone Pearce, Larissa S. Christensen, and Drossos Stamboulakis