Academic Practice Reading

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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Volume 17, Issue 2 (2020) Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students Editorial - Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students Angela Rhead and Christopher Little PDF Book Review: Reading at University: How to Improve Your Focus and Be More Critical. Jamie Q Roberts and Caitlin Hamilton Georgina Spencer PDF Framing the text: understanding emotional barriers to academic reading Emma Kimberley and Mark Thursby PDF “It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis Kirsty Miller and Hannah Merdian PDF Towards the co-identification of threshold concepts in academic reading Craig Morley PDF Reading to Be: The role of academic reading in emergent academic an

A part of the  Berghahn Open Anthro  Collection! The first Open Access issue of  Learning and Teaching: The International Journal of Higher Education in the Social Sciences has published!   Please visit the Berghahn website for more information about the journal. Editors:  Penny Welch,  Faculty of Social Sciences, University of Wolverhampton   Susan Wright,  Danish School of Education, University of Aarhus Volume 13, Issue 1 Editorial Penny Welch and Susan Wright