Microsoft Word - JETHE+Editor+Letter_final.docx


 
 

Journal of Effective Teaching in Higher Education, vol. 4, no. 3 

 
Dear Contributors, Reviewers, and Readers: 
 
As you will note from the delayed publication of the Fall 2021 issue of the Journal of 
Effective Teaching in Higher Education (JETHE), the ongoing effects of COVID-19 
continue to delay the review and publication process for scholarly journals like ours. 
Despite the delays, we are grateful for the work completed by our authors and 
reviewers during these difficult times and believe that the nine articles included in 
this issue reflect the resiliency of higher education faculty and scholars throughout 
the world.  
 
Volume 4, Issue 3 of JETHE includes nine articles on critical and emerging issues in 
teaching and learning from scholars in the US and Canada. The first three articles 
included in this issue focus on topics related to inclusive teaching in higher 
education. The first article, “Creating an Inclusive Learning Community to Better 
Serve Minority Students” by Lin and Kennette, is the first literature review we have 
published in JETHE. In addition to serving as an example for other authors seeking 
to publish in this format, Lin and Kennette provide a useful overview of approaches 
to creating more inclusive classrooms in higher education. In the second article, 
Calkins and Rivnay examine outcomes from using an inclusive learning approach 
(i.e., jigsaw design) in a nursing class to promote cooperative problem-solving. 
Lopez, Penner-Williams, and Carpenter de Cortina research the use of culturally 
responsive teaching in an online course in the third article included in this issue. 
 
The fourth and fifth articles included JETHE 4.3 focus on interdisciplinary 
approaches to learning. Rima and Rodriguez focus on the assessment of an 
interdisciplinary project in psychology and criminal justice, while Gastreich and 
Milakovic explored how new knowledge was generated in interdisciplinary work in 
science, poetics and immersive field ecology. The next two articles focus on the use 
of technology in teaching, including Litton’s article on the relationship between 
using videos in online courses and student performance as well as Iluzada, 
Wakefield, and Alford’s evaluation of student learning, attention, and satisfaction 
from using personal technology. The final two articles demonstrate the diverse 
topics and approaches we value and publish in JETHE. Yeo and Lafave’s article titled 
“A Play in Three Acts: Confused, Conflicted and Convinced (Learning to Reflect in 
Athletic Therapy)” highlights the benefits of creativity and reflection in teaching in 
higher education. The final article by Kosal focuses on mindfulness in the college 
classroom and examines the effects of mindful practices on student performance. 
As always, all articles include implications for the practice of teaching across 
disciplines—an important contribution that is emphasized in JETHE. 
 
Despite the challenges of the pandemic, we were able to publish three quality 
issues of JETHE for the first-time in one calendar year. In addition to reviewing the 
nine articles included in Volume 4, Issue 3 published in Fall 2021, we also want to 
remind readers of our special issue (4.2) titled “In the Along”: Curricular and 
Pedagogical Imperatives for Black Mattering that was co-edited by Dr. Wilson 



Letter from the Editors ii 
 

Journal of Effective Teaching in Higher Education, vol. 4, no. 3 

Okello, UNCW, and Dr. TJ Stewart, Iowa State University. In just over two months 
since its publication in mid-Fall 2021, articles from the special issue have been 
downloaded over 1,500 times at an average rate of 175+ times per article. Demand 
for articles from the Spring 2021 issue (4.1) of JETHE further represents the 
growing reach of the journal with downloads exceeding 3,100 at an average rate of 
350 full-text downloads per article. We want to thank you all for your interest in 
and support of our efforts at JETHE and invite you to continue to contribute your 
own work to the journal. To submit an article or download full-text copies of current 
and past issues please visit http://jethe.org.  
 
Finally, we would like to invite you to become a reviewer for JETHE. If you are 
interested in reviewing for our journal, 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. 
 
Thank you for your continued support of JETHE! 
 
James DeVita and Colleen Reilly 
Coeditors, JETHE