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:
  • Apply to be a Journal Reviewer here
  • Propose a Special Issue for 2022 or 2023 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 18, Issue 6 (2021) Standard Issue 3

Editorial

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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

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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

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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

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Describing pre-professional identity in higher education: A case study of exercise science students
Kelly Clanchy, Clare Minahan, Elizabeth Cardell, and Andrea Bialocerkowski