Dear colleagues,
We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education).
If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join our register of reviewers and list your interests. New reviewers are welcome! The editors will then select reviewers and inform those involved.
NB: it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on any aspect of the paper title or abstract above.
| Submission | Title and summary | Editor to contact |
| #1052 Case Study | Three Case Studies of Educators defining a rationale for Trans-Disciplinary project work across Education, Counselling and Fine Art. These three case studies are attempts to prioritise the educators in an educational project based on the creative arts. This is a purposeful resistance to patterns in which funders, theories, policies or multiple definitions of professionalism define what occurs in Higher Education. The case studies represent three colleagues in a Higher education college who recognised shared concerns in their practice, in their desires for developments in the work they did with students and curricula design. Later discussion highlighted this was part of a broader and growing concern, of trans-disciplinary rather than inter-disciplinary approaches to enriching our educational worlds. | Carina Buckley carina.buckley@solent.ac.uk |
| #1172 Paper | Student drop out and feelings of belonging and mattering in UK undergraduate allied health students. Student belonging is well-researched, with links identified between a sense of belonging in students, and student experience, satisfaction, and student persistence. Mattering is a lesser researched area and is the individual student’s perception that they are noticed and valued. This research investigates levels of belonging and mattering across the academic and the clinical environment in undergraduate allied health professional students, and their correlation with students who have seriously considered dropping out. A quantitative cross-sectional survey was distributed to undergraduate students enrolled on allied health programmes at one UK university. | Tom Lowe tom.lowe@port.ac.uk |
Thank you and we look forward to hearing from you!