scholarly journals Editorial Issue 8.1

2011 ◽  
Vol 8 (1) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Chief Editor ◽  
University Teaching ◽  
Special Edition ◽  
Special Issue ◽  
Journal Rankings ◽  
Senior Editor ◽  
Curriculum Vitae ◽  
Publication Guidelines

Welcome to Volume 8, Issue 1 of the Journal of University Teaching and Learning. JUTLP continues to grow and submissions have increased dramatically since journal rankings were implemented in Australia. We would like to thank our editorial board and reviewers for their consistent effort and valuable feedback to potential authors. Two production changes underpin this issue. Firstly, use of new publication guidelines which can be found here: http://ro.uow.edu.au/jutlp/styleguide.html. Secondly, we welcome support for journal desktop publishing from the Centre for Academic Systems & Resources, University of Wollongong. From now on there will be three editions per year, comprising two general editions and a further edition focused on a special issue. We would like to invite proposals for special editions for 2012 or 2013 that should include: - A possible title for the special edition, its aim, scope and areas of focus; - A brief curriculum vitae, including publications, of the chief editor and any co-editors; and - A timeline leading to publication by October of either 2012 or 2013. Responsibilities of the guest editor(s) include reviewing the special issue papers, and provision of the final versions for publication by the end of September for the identified year. Please contact the Senior Editor if you are interested. Submissions for the 2012 special edition are required by June 30th 2011.

scholarly journals Journal of University Teaching and Learning Practice Editorial 10.3

2013 ◽  
Vol 10 (3) ◽  
pp. 2-8
Author(s):  
Marina Harvey ◽  
◽  
Karina Luzia ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Career ◽  
Leadership Team ◽  
University Teaching ◽  
Editorial Team ◽  
Special Issue ◽  
The People ◽  
Senior Editor ◽  
Senior Editorial

This marks my final issue as Senior Editor of JUTLP and I would like to congratulate the new senior editorial team: Romy Lawson, Alisa Percy and Dominique Parrish. I know I leave the journal in very good hands and the leadership team will ensure that JUTLP will continue to champion teaching and learning in higher education. I would like to also thank all the people who have contributed to the success of this journal: the authors, the reviewers, the members of the editorial board, and those who have contributed to the editing and desktop publishing processes. I would also like to thank you , the reader – without you there is no purpose for our writing. I feel very privileged to introduce the editorial for this special issue of JUTLP as improving opportunities for sessional staff has been a passion throughout my academic career. I would particularly like to thank all who have contributed to the reviewing for this edition and wish to congratulate Marina and Karina for their hard work in producing this edition and in exciting outcomes from the Benchmarking leadership and advancement of standards for sessional teaching project. Geraldine Lefoe, Senior Editor

scholarly journals Editorial

2016 ◽  
Vol 9 ◽  
Author(s):  
Pamela Myles
Keyword(s):  
Treatment Fidelity ◽  
Vital Role ◽  
Evidence Based ◽  
Special Edition ◽  
Special Issue

Welcome to this Special Issue of tCBT. Our focus in this special edition of the journal is on supervision. Few would argue the vital role of supervision during CBT training and beyond to ensure treatment fidelity to evidence-based protocols. I would like to take this opportunity to thank Professors Derek Milne and Robert Reiser for kindly acting as guest editors. In addition, we are grateful for their fine contributions to the supervision literature in this particular edition of the journal. Thanks too to Professor Cory Newman from the tCBT editorial board for contributing to the overarching paper provided by Professors Milne and Reiser. Thanks also to all the authors for their fine contributions and to our reviewers who gave so generously of their time to comment on the submitted manuscripts. Our intention is to publish one Special Issue a year, next year we look forward to a special edition with a focus on ‘complexity’ with guest editors Dr Claire Lomax and Dr Stephen Barton from Newcastle University.

scholarly journals Journal of University Teaching and Learning Practice Editorial 9.2

2012 ◽  
Vol 9 (2) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Associate Professor ◽  
University Teaching ◽  
Board Members ◽  
Host Institution ◽  
New Members ◽  
Vice Chancellor ◽  
To Come ◽  
The University

With this second issue of Volume 9 of the Journal of Teaching and Learning Practice we bring a warm welcome to new members of the Editorial board. The board will be strengthened by their contributions. The Senior Editors are Associate Professor Geraldine Lefoe, University of Wollongong, Australia and Dr Meg O'Reilly, Southern Cross University, Australia. Our editorial board includes members of the host institution (University of Wollongong), Dr Lynne Keevers, Ms Lucia Tome, Associate Professor Greg Hampton, Dr. Michael Jones, Associate Professor Anne Porter, and Dr. Dominique Parrish. Our external board members include Ms Jude Carroll, Associate Professor Andrew Furco, Professor Terence Lovat, and Ms Carolyn Webb. We have particularly appreciated the support of the University of Wollongong’s Deputy Vice Chancellor (Academic) Professor Rob Castle who has recently retired. His patronage and support of our journal has seen it move from a small internal journal to a much larger international journal. He has been a great champion for teaching and learning in the local and national arena and his contributions to the institution and to the sector have been greatly valued. We wish him well in his retirement and know that he will continue his contributions to the sector in the years to come.

scholarly journals Editorial

2007 ◽  
Vol 4 (1) ◽  
pp. 2-3
Author(s):  
H. Carter ◽  
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Practical Application

It is quite an achievement to be in our fourth year of production of the Journal of University Teaching and Learning Practice (JUTLP). This would not be possible without the incredible dedication of our Reviewers and our Editorial Board, to whom I extend my warmest thanks. This first issue of volume four contains five papers on a range of topics, all offering some practical application or guidance to our teaching and learning practice which I hope you find both interesting to read and useful as a resource.

scholarly journals Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

2021 ◽  
pp. 1-6
Author(s):  
Sandra Abegglen ◽  
◽  
Tom Burns ◽  
Sandra Sinfield ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Dynamic Models ◽  
Sense Of Self ◽  
Practical Experience ◽  
University Teaching ◽  
Boundary Crossing ◽  
Special Issue ◽  
Disciplinary Boundaries ◽  
Service Staff

Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity. Together we construct, structure and restructure the stories that build the larger narratives of who we are, what we do and how we live, act and behave as people, professionals and larger communities. It is through our collaborations that we come together, and construct meaning and ourselves. As Higher Education continues to exclude and sideline, as it constrains and removes spaces and places for collaboration between service staff, faculty and students within institutions, between institutions, and with other stakeholders, there is a need to rediscover the power of collaboration. The articles included, build on practical experience, research data, personal and collective reflections, to outline how the contributors have navigated this tension to create spaces of voice and hope. Presented are case studies that are boundary crossing: across disciplinary boundaries; cross-institution collaboration; cross-boundary working; pedagogical co-creation and the re-conceptualising of learning; and students as partners, co-researchers and co-authors. Together they showcase refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. We hope the Special Issue helps seed an ecology of collaborative practice for social justice – a more humane academia.

scholarly journals Journal of University Teaching and Learning Practice Editorial 11.1

2014 ◽  
Vol 11 (1) ◽  
pp. 2-3
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Associate Professor ◽  
Open Access Journal ◽  
Support Staff ◽  
University Teaching ◽  
Editorial Team ◽  
Valuable Contribution ◽  
Senior Editor ◽  
New Directions ◽  
The World

This issue is the first for Volume 11 of Journal of University Teaching and Learning (JUTLP) in 2014 and my final as Senior Editor as I move into retirement and finally have time to pursue my passion for photography. I am very proud of what has been achieved by JUTLP as an open access journal and have been supported by a wonderful editorial team in order to achieve this outcome. There have been 174 articles published in the 24 issues with 116000 full text downloads since 2008 when we were able to start collecting this data. There are many people involved in ensuring each issue is published and I’d like to thank all the authors, reviewers, editors and support staff who make this possible. I have valued your support, assistance and patience over the years and know you will continue to support this journal as a valuable contribution to teaching and learning in higher education. I congratulate the new Senior Editor, Associate Professor Romy Lawson who will lead the editorial team to take JUTLP in new directions. I wish them well and know they will enjoy the engagement with authors from around the world as much as I have.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.2

2011 ◽  
Vol 8 (2) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Learning And Teaching ◽  
Outstanding Teachers ◽  
Opera House ◽  
The Government ◽  
Government Body ◽  
Final Round

Welcome to the second issue, Volume 8 of the Journal of University Teaching and Learning (JUTLP). We are very pleased to see the way the journal continues to grow and the improvement in the quality of the papers. For this we would like to thank our editorial board and reviewers for their considerable efforts in providing valuable feedback to the contributors. Recently many people farewelled the Australian Learning and Teaching Council at the Opera House in Sydney as they presented the final round of Teaching and Learning awards and citations. Recognition for these outstanding teachers, as well as support through a multi-million dollar grant system, has seen the profile of teaching and learning raised significantly within higher education in Australia and we look forward to seeing further support through the government body who have taken over this role.

scholarly journals Editorial - Reflection for Learning in Higher Education

2016 ◽  
Vol 13 (2) ◽  
pp. 2-6
Author(s):  
Marina Harvey ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Review Process ◽  
Peer Review Process ◽  
University Teaching ◽  
Systematic Research ◽  
Special Issue ◽  
Collaborative Reflection ◽  
Reflective Practitioners

Dear Colleagues, I am delighted and proud to introduce this special issue of the Journal of University Teaching and Learning Practice that focuses on Reflection for Learning in Higher Education. It is the outcome of six years of collaborative reflection, practice and research by many reflective practitioners who have undertaken systematic research to provide empirical evidence for the role of reflection in learning. Gratitude is expressed to our many colleagues who participated in constructive and supportive ways by engaging in the blind peer-review process for the papers that make up this issue. Their feedback has strengthened each of the papers and enabled us to move beyond peerreview to collegial peer learning.

scholarly journals Editorial

2015 ◽  
Vol 12 (1) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Teaching And Learning ◽  
The Other ◽  
University Teaching ◽  
Editorial Team ◽  
Special Issue ◽  
Research Publications ◽  
Effective Dissemination ◽  
New Knowledge

Welcome to the first issue of the Journal of University Teaching and Learning Practice for 2015. This issue once again has a variety of papers from different countries to inspire you. The editorial team is very pleased to announce that in addition to the regular three issues for this year we shall also be publishing a special issue. This special issue will be focused on work presented at the Western Australia's Teaching and Learning Forum. One of the themes this issue will explore is how to go beyond the conventional notion of research publications presenting "new knowledge", which creates an emphasis upon originality and novelty. It will go further, into notions about effective dissemination, about the "breeding" or "fomenting" or "stimulating", of actual implementations of improved T&L practices being a vital complement to the notion of research as "new knowledge". Also, this issue will expand upon the 2015 theme, "Teaching and learning uncapped", going into the how and why of "uncapping", from the perspective of improving T&L practices, without really going into the other meanings and origins of the term "uncapped".

scholarly journals Special Issue Editorial - Technology-enhanced academic language support (TALS)

2019 ◽  
Vol 16 (4) ◽  
pp. 2-3
Author(s):  
John Smith ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Language ◽  
University Teaching ◽  
Digital Learning ◽  
Special Issue ◽  
Language Abilities ◽  
Learning And Teaching ◽  
Language Support ◽  
Self Help ◽  
Australian Universities

Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.

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