Saturday, 30 May 2020

Fwd: Latest issue of International Journal for Students as Partners (IJSaP) 4(1) is published

We are delighted to let you know that the 7th issue of the International Journal for Students as Partners (IJSaP) is available from

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 (<>) a brief (around 250 words) proposal<> for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.

Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<>.

Professor Mick Healey BA PhD NTF PFHEA

Higher Education Consultant and Researcher,
Emeritus Professor University of Gloucestershire,
The Humboldt Distinguished Scholar in Research-Based Learning McMaster University,
International Teaching Fellow University College Cork,
Visiting Fellow University of Queensland.
[Smaller logo V1]Inaugural Senior Editor International Journal for Students as Partners.;
Advance-HE (HE Academy) Associate and UKPSF Accreditor.
International Society for the Scholarship of Teaching and Learning Distinguished Service Award 2015.

Tuesday, 26 May 2020

Fwd: Just published – Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement

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:

"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 what really inspires confidence and success in university students."
-Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton

"The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment.  With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment."
-Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester

All the best and stay safe,
Anjoom and Sharmina


Friday, 22 May 2020

New book on assessment and feedback - free download

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 Assessment and Feedback in Higher Education is
that an understanding of academic standards is fundamental to good
assessment design and more reliable marking. The guide explores the
concept of academic standards and proposes methods of co-constructing
shared standards within a teaching team and with students through
calibration activities.

Fwd: Discover Our New Books in Higher Education

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Save up to 35% on our Higher Education books
20% off all print books.

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Featured Books
Effective Unit Design for Higher Education Courses: A Guide for Instructors
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  Sharon A. Cooper, Siva Krishnan

This book offers practical advice to higher education course designers, walking them through the unit design process. This guide will support anyone responsible for designing or revitalizing a unit of learning to develop the knowledge, skills and practices needed to design high quality student-centred units of learning.

Read More >
Additional Recommended Books

Understanding Student Mobility in Europe: An Interdisciplinary Approach

A Handbook for Student Engagement in Higher Education: Theory into Practice

'Making It' as a Contract Researcher: A Pragmatic Look at Precarious Work

Teaching and Evaluating Music Performance at University: Beyond the Conservatory Model
 School Discounts 
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* Offer cannot be used in conjunction with any other offer or discount and only applies to books purchased directly via our website.
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CRC Press Routledge
Taylor & Francis Cogent OA


Monday, 18 May 2020

Journal of University Teaching and Learning Practice

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


Outsiders looking in? Challenging reading through creative practice
Sandra Abegglen, Tom Burns, David Middlebrook, and Sandra Sinfield


Co-constructing a Liberated / Decolonised Arts Curriculum
Jess Crilly, Lucy Panesar, and Zey Suka-Bill

Tuesday, 5 May 2020

Fwd: The first Open Access issue of Learning and Teaching has published!

Penny Welch, Faculty of Social Sciences, University of Wolverhampton 
Susan Wright, Danish School of Education, University of Aarhus
Library Recommendation
Please support the Subscribe-to-Open initiative and recommend Learning and Teaching to your institution's library.
For information on subscriptions, submissions, and the editorial board, please visit:

To help you overcome the challenges many of you are facing in teaching and researching outside of your universities, we have made all Berghahn journals available to access until June 30. View full COVID-19 updates

Of Related Interest from Berghahn Series

Editors: Susan Wright, Aarhus University
Penny Welch, Wolverhampton University

Current Volume

Edited by Bonnie Urciuoli
Of Related Interest from Berghahn Journals

Editor: Christine McCourt, City, University of London 

Current Issue
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