Microsoft Word - JETHE_editor_final.docx


 
 

Journal of Effective Teaching in Higher Education, vol. 5, no. 1 

 
Dear Contributors, Reviewers, and Readers: 
 
As you will note from the delayed publication of the Spring 2022 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 and believe that the six articles 
included in this issue reflect our commitment to high quality scholarship of 
teaching and learning (SOTL) across a range of disciplines.  
 
Volume 5, issue 1 of JETHE includes six articles on various topics related to 
teaching and learning in higher education from scholars in the US and 
Canada. Multiple articles explore the use of specific teaching techniques and 
their respective effects on students’ experiences and learning outcomes. In 
the first two articles, Dandotkar and colleagues discuss the influence of 
reflective writing on students’ epistemic beliefs in Psychology courses while 
Torres et al. examine the relationship between knowledge retention and the 
use of crossword puzzles as a teaching tool in a graduate-level Nursing 
course. Next, Dorland discusses her examination of the use of design 
thinking in an interdisciplinary undergraduate course in the article “That’s a 
Good Question: Using Design Thinking to Foster Question Formulation Skill 
Development.” The current issue also includes an article by Anderson and 
colleagues that explored the use of a jigsaw teaching technique across 
multiple semesters of a diversity course for Human Development and Family 
Science majors. These four articles provide insights on the benefits and 
challenges of utilizing these innovative teaching techniques across 
disciplines. 
 
The two additional articles in volume 5.1 focus on cyberbullying in online 
education and the importance of reading in the college classroom, 
respectively. Cox and Raditch utilized document and policy analysis in their 
article titled “Teaching Online and Cyberbullying: Exploring Cyberbullying 
Policies.” In the final article, Hollander and colleagues engaged in a mixed 
methods study to examine “The Importance of College Reading: Professors’ 
and Students’ Views.” As always, all articles include implications for the 
practice of teaching across disciplines—an important contribution that is 
emphasized in JETHE. 
 
We are honored to present the work of the authors included in the current 
issue. We hope to see our audience engage with these articles and want to 
thank you all for your continued interest in and support of our efforts at 



Letter from the Editors ii 
 

Journal of Effective Teaching in Higher Education, vol. 5, no. 1 

JETHE. We are currently accepting submissions for our Fall 2022 and future 
issues and invite you to contribute your own work to the journal. To submit 
an article and/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