Academic Practice Reading

Colleagues, especially those with courses for new academic staff, PG Certs, etc. may be interested in the following book which updates and brings together five previously published papers. It's available from Amazon at: https://www.amazon.co.uk/teaching-especially-assessment-education-practice/dp/B08KQMCGWT/ref=sr_1_1?dchild=1&keywords=chris+rust&qid=1605261831&sr=8-1   Best wishes Chris Chris Rust Emeritus Professor of Higher Education Oxford Brookes University

We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from https://mulpress.mcmaster.ca/ijsap/issue/view/385 In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US. The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US. Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors ( ijsap@mcmaster.ca <mailto: ijsap@mcmaster.ca >) a brief (around 250 words) proposal< https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-pr

The online platform for Taylor & Francis Online content New for Discourse: Studies in the Cultural Politics of Education and online now on Taylor & Francis Online : Research Article Test-based accountability, standardized testing and minority/racialized students' perspectives in urban schools in Canada and Australia Goli M. Rezai-Rashti & Bob Lingard Pages: 1-16 | DOI: 10.1080/01596306.2020.1843112 Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education Xiuying Cai Pages: 1-15 | DOI: 10.1080/01596306.2020.1843115

https://stel.pubpub.org/ Studies in Technology Enhanced Learning is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.

  Following the conclusion of the (SEDA accredited) CRA programmes in Personal Tutoring and Academic Advising, we have been working to consolidate the collective learning from the Portfolios submitted for accreditation into an online Journal.   We did not start out with this intention but the wealth and richness of the Portfolio evidence submitted made it too good an opportunity to miss!     A number of colleagues have contributed to this by producing themed Chapters, themselves drawing on the wide range of portfolio evidence submitted for accreditation.   All are acknowledged in the publication, which can now be viewed and downloaded at https://joom.ag/QquC .    We hope this will be of interest and value to many; please circulate to other colleagues to whom you feel this may be of interest.     With all best wishes  Steve Outram (and on behalf of Rob Ward, Janet Strivens and Cathy Malone)

The online platform for Taylor & Francis Online content Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020 is now available online on Taylor & Francis Online . This new issue contains the following articles: Articles Hannah Arendt's political thinking on emotions and education: implications for democratic education Michalinos Zembylas Pages: 501-515 | DOI: 10.1080/01596306.2018.1508423 Implementing the 'Prevent Duty' in England: the semiotisation of discourse and practice in further education Christian Beighton & Lynn Revell Pages: 516-531 | DOI: 10.1080/01596306.2018.1508422 Provoking elite schools' defences: an antistrophon Howard Prosser Pages: 532-544 | DOI: 10.1080/01596306.2018.1509840 Christmas in

Interesting and useful post -  https://www.archdaily.com/941809/12-ways-to-reform-architectural-education Summary of the final chapter of  Draw in Order to See : A Cognitive History of Architectural Design by Mark Hewitt 

What is higher education research? Is it a (scattered) field, a discipline, a tribe, a territory, a (a‐theoretical) community of practice, a cluster of silos, or an archipelago whose watery divides need bridging? Each of the listed conceptualizations and metaphors has been invoked at least once by scholars who have grappled with this question, as it can be seen from the literature listed below. A closer look at these works reveals a variety of angles and takes, some criticism, occasional disagreements, lots of reflection, and at least one idea most seem to agree on: higher education research is, for better or for worse, not short of divisions. This post does not, however, aim to engage in the discussion about the characteristics of higher education research (which doesn’t mean it cannot be a discussion starter). The aim here in fact is far less ambitious and limited to sharing a list of works which analyze, discuss, and reflect on higher education research. The works incl

We are delighted to let you know that the 7th issue of the International Journal for Students as Partners (IJSaP) is available from https://mulpress.mcmaster.ca/ijsap/issue/view/385 In this issue you will find 14 manuscripts - 6 research articles, 5 case studies, 2 reflective essays, and 1 review. Together these contributions have been written by 30 faculty/staff and 14 students from Australia, Canada, Netherlands, UK, and US. The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, Hong Kong, Malaysia, UK, and US. Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors ( ijsap@mcmaster.ca <mailto: ijsap@mcmaster.ca >) a brief (around 250 words) proposal< https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx > for a research article, case study, opinion piece, reflective essay,

Dear Colleagues, We are delighted to announce the publication of a 2-part edited volume Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement with a Foreword by Professor Alison Cook-Sather. Please click on the link below for more information and to purchase your copy:  https://bit.ly/2THgUWZ "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn

Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education  aims to solve these problems.   Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need. In education, theory and practice are often poorly linked. In this guide, Teresa McConlogue presents theoretical ideas and research findings and links them to practice. She considers recent theoretical work on feedback and suggests ways of developing evaluative judgement. Throughout the book, teachers are encouraged to examine their practice critically, and there are ideas for small-scale educational investigations, involving teachers, their colleagues and students, such as using the Assessment Review Questionnaire to adapt assessments. A key principle of  As

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