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 Process
At 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 Family
Our 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 7 (2021) Collaboration in higher education: Partnering with students, colleagues and external stakeholders
Editorial
Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders
Sandra Abegglen, Tom Burns, and Sandra Sinfield
Articles
“To be relied upon and trusted”: The centrality of personal relationships to collaboration in HE, in a successful cross-team institutional change project
Karen Heard-Lauréote and Carina Buckley
Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education
Emma Wright, Rosi Smith, Melissa Vernon, Robyn Wall, and Lucinda White
Characterising collaboration: Reflecting on a partnership between academic support staff and lecturers to help university students learn how to write for the discipline of chemistry
Fezokuhle Mfundo Makhanya, Lindelani Qwabe, and Katie Bryant
The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
Alison Walker, Jenny Mercer, and Leanne Freeman
Developing a university-voluntary sector collaboration for social impact
Sarah Weakley, Paula S. Karlsson, Jane Cullingworth, Laura Lebec, and Katie Fraser
Learning how to engage with another's point of view by intercultural, interdisciplinary and transdisciplinary collaborations
Sandra Buchmüller, Sugandh Malhotra, and Corinna Bath
Empowering cross-disciplinary learning through online collaboration among students and faculty from Business English, Website Building, and Accessible Design Fields
Rita Koris, Zsuzsanna Palmer, and Sushil Oswal
Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice
Ed Bickle, Silvina Bishopp-Martin, Ursula Canton, Paul Chin, Ian Johnson, Ralitsa Kantcheva, Jane Nodder, Victoria Rafferty, Kiu Sum, and Karen Welton
Knowing me, Knowing you: Humanitas in work-integrated learning during adversity
Patricia Lucas, Helene Wilkinson, Sally Rae, Bonnie Dean, Michelle Eady, Holly Capocchiano, Franziska Trede, and Loletta Yuen
Ensemble mentorship as a decolonising and relational practice in Canada
Yvonne Poitras Pratt, Sulyn Bodnaresko, and Michelle Scott
Searching for the yet unknown: Writing and dancing as incantatory practices
Kate Mattingly and Kristin Marrs
De-territorialisations for pedagogical co-creation: Challenging traditionalistic pedagogies with students in higher education
Jessie Bustillos Morales
Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom
Vladimir Pavlov, Natalia V. Smirnova, and Ekaterina Nuzhnaia
Redesigning a sustainable English capstone course through a virtual student-faculty partnership
Kellie Keeling, Zoë Phalen, and Michael J. Rifenburg
Dancing with power in ‘We are the university: Students co-creating change’
Tai Peseta, Alex Donoghue, Sameer Hifazat, Shivani Suresh, Ashley Beathe, Jasmine Derbas, Brooke Mees, Samuel Suresh, Clementine Sugita, Thilakshi Mallawa Arachchi, Evelyn Nguyen, Lexie Johnson, Sophia Clark, Rohith Ramegowda, Jen Alford, Maria Manthos, Chinnu Jose, Emma Caughey, Vicky-Rae Reed, and Max Ashcroft-Smith
Guest Editors
- Sandra Abegglen
- University of Calgary, Canada
- Tom Burns
- London Metropolitan University, United Kingdom
- Sandra Sinfield
- London Metropolitan University, United Kingdom
