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 6 (2021) Standard Issue 3
Editorial
Changing teaching practice: The evolving purpose of the teacher in higher education
Prue Gonzalez, Beate Mueller, Kevin Merry, Colin Jones, and Jo-Anne Kelder
Commentary
Articles
Argumentation and processing knowledge in open-ended assignment tasks: Challenges and accomplishments among pharmacy students
Heidi Hyytinen, Mia Siven, Outi Salminen, and Nina Katajavuori
Uncovering WIL practices to enable WIL's expansion in higher education
Lynnaire Sheridan, Oriana Price, Lynn Sheridan, Melinda Plumb, Renee Cunial, Taryn McDonnell, and Rozalia Pocius
Facilitating a supportive learning experience: The lecturer's role in addressing mental health issues of university students during COVID-19
Caroline Heim and Christian Heim
Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices
Irit Sasson and Noam Malkinson
Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program
Renee Mazurek, Monna Arvinen-Barrow, Wendy Huddleston, and Renee Reckelberg
Departmental leadership and peer pressure on academic research performance at universities in emerging countries: An empirical study in Vietnam
Ngoc Nguyen, Long Pham, Susie Cox, and Nhuong Bui
Who is a tired student? Fatigue and its predictors from a gender perspective.
Agata Zdun-Ryżewska, Natalia Nadrowska, Krzysztof Basiński, Maciej Walkiewicz, and Magdalena Błażek
Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions
Jonathon Headrick, Brooke Harris-Reeves, and Talei Daly-Olm
Describing pre-professional identity in higher education: A case study of exercise science students
Kelly Clanchy, Clare Minahan, Elizabeth Cardell, and Andrea Bialocerkowski
Using deliberate mistakes to heighten student attention
Abey P. Philip and Dawn Bennett
Introducing design thinking online to large business education courses for twenty-first century learning
Carmen Vallis and Petrea Redmond
