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 (Q2, Education) and Web of Science ESCI (Q2, Education) and listed with the EBSCO database. ISSN: 1449-9789.The Journal has no article processing charges.
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:
- Apply to be a Journal Reviewer here
- Propose a Special Issue for 2022 or 2023 here.
- Contribute to our Special Issues here.
2022 Journal of University Teaching and Learning Practice AwardsWe're really proud of the people that are part of our extended editorial, author, review, and reading community as we shape higher education practice.
Outstanding Achievement AwardDr Alisa Percy, University of Technology, Sydney for her years of leadership, compassion, and courage in her capacity beginning as Associate Editor, and concluding as Senior Editor in 2021.
Editor of the YearDr Rebekkah Middleton, University of Wollongong, Australia as a long-term Associate Editor who stepped into the Senior Editor, Developing Teaching Practice in 2022.
Highly Commended EditorMs Carmen Vallis, University of Sydney, Australia for her leadership in peer review management and strategy.
Paper of the YearYour success is our goal: An intervention for failing students by Dr Jenelle Benson, A/Prof Marilyn Chaseling, Dr Elizabeth Emmanuel, Dr Christos Markopoulos and Dr Julie-Ann Paredes, Southern Cross University, Australia.
Most Influential PaperStudent belongingness in higher education: Lessons for Professors from the COVID-19 pandemic by Prof Dianne Tice, Brigham University, USA; Prof Roy Baumeister, University of Queensland, Australia; Dr Joey Crawford, University of Tasmania, Australia; A/Prof Kelly-Ann Allen, Monash University, Australia; and Dr Alisa Percy, University of Technology Sydney, Australia for the highest Scopus citations in the year following publication.
Reviewer of the YearDr Robyn Phillips, Queensland University of Technology, Australia for critical feedback that supported developmental opportunities for authors during blinded peer review.
Current Issue: Volume 20, Issue 3 (2023) Quarterly Issue 1
The role of compassion in higher education practices
Martin B. Andrew, Kerry Dobbins, Eileen Pollard, Beate Mueller, and Rebekkah Middleton
Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI)
Joseph Crawford, Michael Cowling, and Kelly-Ann Allen
The lessons learnt from emergency remote teaching to strengthen a pre-service teacher education course on lesson design
Dean van der Merwe and Rene Levigne-Lang
Gamification pedagogy: A motivational approach to student-centric course design in higher education
Instructional design and course delivery as meta-ensemble: Improvisatory responses to COVID constraints in tertiary music ensemble assessments.
Narelle Yeo, Brad Fuller, and Simon Kenway
The Perceived Impact of Faculty-in-Residence Programs on Faculty Development
Luis Arabit, Leonard L. Lira, Jennifer Johnston, Lina Anastasovitou, Christine Ma-Kellams, Kyle Hambrook, Ravneet K. Tiwana, and Theodore T. Tsau
“We learn things to solve real-life problems”: Understanding how nature of engineering beliefs situate developing pedagogical content knowledge in a modular engineering education professional development program
Mijung Kim, P. Janelle McFeetors, Qingna Jin, Kerry Rose, Jason Carey, Janice Miller-Young, Marnie Jamieson, and Samer Adeeb
Understanding the commencing student mindset to better support student success: A typology of first-year students’ motivation, preparedness and perceived support
Sarah Midford, Sara James, and Anastasia Kanjere