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.2023 Recruitment of Editors
Annually, the Journal invites applications for Editor roles. In 2023, there are a number of vacancies that the Journal invites Expressions of Interest for, including to lead or join our newest Section Educational Psychology:- Senior Editor, Educational Psychology (1)
- Associate Editor, Curriculum and Assessment (2)
- Associate Editor, Educational Psychology (3)
- Associate Editor, Social Media (1)
- Associate Editor, Student Experience (2)
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 20, Issue 4 (2023)
Editorial
Skills, Attributes, Literacies, and Capabilities: Developing Our Students at Every Level
Andrew Struan, Jennifer Boyle, and Scott Ramsay
Articles
Multimodal literacies and critical reflexivity: Digital storytelling as a 21st century tool for Learning Developers
Julie Wuthnow
Redefining visual literacy in an era of visual overload: The use of reflective visual journals to expand students’ visual thinking
Maria Victoria Guglietti
Learning to learn: Empowering students to articulate the value of their HASS degree
Nira Rahman and Elizabeth Lakey
The Politics of Integration: The Opportunities, Challenges and Successes of Embedding Academic Skills and Literacies Development into an Interdisciplinary, ‘Integrated’ Foundation Year Programme
Adrian Wallbank and Phillipa Le Hen
Building a risky-safe-space: Using reflective pedagogies and values to support writing development in work based learning
Vic Boyd, Colin Wilson, and Christopher Smith
The five Ps of LD: Using formulation in Learning Development work for a student-centred approach to ‘study skills’
Helen Webster
STEPS, LEAPS and bounds: Is there a recipe for success?
Karen Seary, Alice Smith, Gabriela Toth, and Margaret Flanders
Global challenges: South African and Australian students’ experiences of emergency remote teaching
Michelle Joubert, Ana Larsen, Bryce Magnuson, David Waldron, Ellen Sabo, and Anna Fletcher
Same same but different: Learning with technology – are first-year college students prepared for this?
Birgit Schmitz and Steffen Eisenmann
Attempts to Replicate the Skills, Attributes and Capabilities Associated with International Mobility in an Online World: A Case Study
Nayiri Keshishi, Alexander Seal, Karl Jicha, Brittany Gaustad Shantz, and Anne Dorothée Slovic
Academic development: Leading by example with an authentic and practical approach to curriculum design
Michael P. McEwan, Amanda C Geary Pate, and Kimberly Wilder-Davis
The Block: A catalyst for ongoing innovation
Loretta Konjarski, John Weldon, Susan Ashley, Traci Freeman, Jai Shanata, Meghan Yamanishi, Erin Lotz, Christian Gilde, and Alice Ganzel
Developing teamwork in a multidisciplinary, multicohort curricular context: A case study of vertically integrated projects
Malgorzata (Gosia) M. Mitka, Shruti Narayanswamy, and Ian Smith
Conceptualising, evaluating and supporting the development of cosmopolitan values in internationalised higher education: A capabilities approach
Stephanie J. Bridges
Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programmes
Roisin Donnelly and Roger Sherlock
An Evidence-Based Approach to Developing Faculty-Wide Training for Graduate Teaching Assistants
Jenny Slaughter, Thomas Rodgers, and Claudia Henninger
