Microsoft Word - Editorletter_final.docx


 
 

Journal of Effective Teaching in Higher Education, vol. 3, no. 1 

Dear Contributors, Reviewers, and Readers: 
 
Spring 2020 has been an uncertain and difficult time for higher education around 
the world. The effects of COVID-19 have been far-reaching, and we hope that 
during these times you have been able to stay safe and healthy as you support 
your students, colleagues, and communities.  
 
Despite the obstacles, we are grateful for the efforts of reviewers and authors to 
help us produce a spring issue of the Journal of Effective Teaching in Higher 
Education (JETHE). Although originally intended to be published in April 2020, the 
current issue was slightly delayed. We want to thank our colleagues from around 
the world who have submitted articles for consideration and served as reviewers—
especially in the midst of the global pandemic. Thank you! 
 
We also want to thank those who downloaded and read the articles published in our 
first three issues (November 2018, April 2019, & November 2019). The interest in 
publishing with JETHE has been incredible, and the overall acceptance rate for 
articles is 30.3%. Interest in articles published in JETHE has been equally 
impressive with over 3100 full-text downloads of articles published in our first three 
issues. On average, articles have been downloaded approximately 150 times each.   
 
We believe that our current issue demonstrates our continued commitment to high 
quality, data driven scholarship as represented in the four pieces included in 
volume 3 issue 1. The four articles focus on a range of topics relevant to teaching in 
higher education today. The first two articles in this issue examine the syllabus and 
coteaching, respectively, while the third article analyzes the implementation of 
metacognitive note-taking (MNT) at an institution in Vietnam. We chose to close 
this issue with a dialogic reflection on online teaching—a topic that resonates with 
the current climate within higher education. Each piece provides meaningful 
implications for the practice of teaching across disciplines—an important 
contribution that is emphasized in JETHE. We invite you to engage with the pieces 
in our May 2020 issue and consider making your own contributions to this work.  
 
We also invite you to become a reviewer for JETHE. If you are interested in 
reviewing, please send an email to the editors at jethe@uncw.edu indicating the 
subjects related to SoTL in higher education that most interest you and about which 
you have expertise. Please also attach your CV to that email. 
 
Our next issue will be published in November 2020, and we look forward to working 
with some of you as authors and reviewers in production of that and future issues 
of JETHE. To submit an article or download full-text copies of current and past 
issues please visit http://jethe.org.  
 
Please stay safe and well!  
 
James DeVita and Colleen Reilly, Coeditors, JETHE