Academic Practice Reading

  Table of Contents Alert Active Learning in Higher Education- Volume: 19, Number: 2 (July 2018) Editorial Editorial Lynne P Baldwin Articles The provision of partial notes is not associated with improved student attention in lectures or subsequent understanding of the lecture material Keitaro Machida , Michelle Chin , and Katherine A Johnson   The effect of social media multitasking on classroom performance Muhammet Demirbilek and Tarik Talan   Technology-supported collaborative concept maps in classrooms Omer Faruk Islim   Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students Fared Jdaitawi T...

  These new articles for Active Learning in Higher Education are available online View online OnlineFirst Alert Article The effects of social media usage on attention, motivation, and academic performance Bianca A Barton, Katharine S Adams, Blaine L Browne, Meagan C Arrastia-Chisholm Active Learning in Higher Education Jun 20, 2018 | OnlineFirst This message was sent to d.andrew@qmul.ac.uk . Unsubscribe from this alert or manage your alerts from SAGE Journals . SAGE Publishing * 2455 Teller Road * Thousand Oaks, CA 91320 * U.S.A. Privacy Policy © 2018 SAGE Journals All Rights Reserved.

http://berghahnbooks.com/series/higher-education-in-critical-perspective Higher Education in Critical Perspective: Practices and Policies Editors: Susan Wright, Aarhus University Penny Welch, Wolverhampton University   Around the globe, universities are being reformed to supply two crucial ingredients of a purported ‘global knowledge economy’: research and graduates. Higher education’s aims, concepts, structures and practices are all in process of change. Together with its sister journal, LATISS, this series provides in-depth analyses of these changes and how those involved – managers, academics and students - are experimenting with critical pedagogies, reflecting upon the best organization of their own institutions, and engaging with public policy debates about higher education in the 21st Century.

A Guide for Resisting Edtech: the Case against Turnitin | Hybrid Pedagogy tags: Turnitin plagiarism Posted from Diigo . The rest of my favorite links are here .

The online platform for Taylor & Francis Online content Studies in Higher Education, Volume 43, Issue 7, July 2018 is now available online on Taylor & Francis Online . This new issue contains the following articles: Articles Reframing assessment research: through a practice perspective David Boud, Phillip Dawson, Margaret Bearman, Sue Bennett, Gordon Joughin & Elizabeth Molloy Pages: 1107-1118 | DOI: 10.1080/03075079.2016.1202913 'I am competent so I can be choosy': choosiness and its implication on graduate employability Sharmila Jayasingam, Yuji Fujiwara & Ramayah Thurasamy Pages: 1119-1134 | DOI: 10.1080/03075079.2016.1221918 Curriculum coherence when subject-specific standards are absent: a case study using coursework-based master of finance programs at Australian universities Tasa...

Recurrent and formula capital funding for 2018-19 A summary of our allocations to providers of recurrent and formula capital funding for 2018-19 www.officeforstudents.org.uk/publications/recurrent-and-formula-capital-funding-for-2018-19/ Guide to funding 2018-19: How the Office for Students allocates money to higher education providers How we calculate the amount of teaching funding each higher education provider is allocated for 2018-19, the principles that underpin those calculations, and the components of a provider’s grant. www.officeforstudents.org.uk/publications/guide-to-funding-2018-19/ Developing a survey of postgraduate taught students Recommendations for the structure and content of a survey of postgraduate taught students for consideration by the funding bodies. www.officeforstudents.org.uk/publications/developing-a-survey-of-postgraduate-taught-students/ Regulatory advice 5: Exempt charities Guidance for higher education providers that are e...

This qualitative interview study investigates how mentoring is used to develop knowledge and skills for early career academics across the academic roles of research, teaching, and service. Results indicate similar amounts of mentoring in research for men and women, more mentoring in teaching for women, and a lack of mentoring in service across gender. Methodological, theoretical, and practical implications for institutions of higher education are discussed, particularly those aimed at addressing inequality for women . Useful to reflect on your mentoring if doing a Senior Fellowship Application https://www.tandfonline.com/doi/abs/10.1080/1360144X.2017.1310105?journalCode= rija20