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Reflecting on five years of feedback research and practice: progress and prospects

SRHE

by Naomi Winstone and David Carless Over the past few years, feedback research and practice in higher education have experienced sustained research interest and significant advancements. Significant developments in feedback research and practice Since 2019, feedback research and practice have evolved significantly.

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Integrating Active Learning in Large STEM Lectures

The Scholarly Teacher

At times, however, that stone may feel like a boulder, especially to research faculty who are used to delivering lectures and to whom the switch to activity-based learning may seem like a daunting and demanding venture into unfamiliar territory. Two birds with one stone. Buil et al., link] Zakrajsek, T. The Scholarly Teacher.

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Learning from each other: Adventures in student engagement with learning and teaching

Teaching Matters Academic Communities

Vet students work with a model of a dog’s head [Paul Dodds]. Some of the students also attend staff talks on educational topics, which they find helpful for their own teaching. Staff and student teachers from the 2018 cohort receiving recognition for their commitment to learning and teaching at the vet school. Stansbie, N.,

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Choice Meets Academic Emotions

The Scholarly Teacher

Thus, education is a process that can change a student (Quinlan, 2016). Choice and Emotion in Practice Twenty-nine Providence College students from two sections of a music appreciation class participated in a recent study conducted by the author (with IRB approval, including informed consent). link] Quinlan, K. Schreiner, L.

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Persistence Rebounds to Pre-COVID Levels, But Not for Everyone

Diverse: Issues in Higher Education

After two years of COVID-19-related disruptions, the percentage of first-time college students sticking with school has returned to pre-pandemic levels, according to a new report from the National Student Clearinghouse Research Center (NSCRC). The report, based on data from institutions representing 97% of U.S.

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Dear Dan, We Need More Frankensteins: The Value of the SAAL Blog for HESA Student Learning

Student Affairs Assessment Leaders (SAAL)

I use these posts to scaffold readings in the syllabus by helping to make concepts tangible for students. For example, your campus assessment monsters post is paired with chapter readings from Schuh and colleagues (2016) and Biddix (2018). SAAL blog posts can be useful to succinctly drive home key concepts for students.

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Co-creation and collaboration in course design: Our journey with SACHA

Teaching Matters Student Engagement

Ankita Chattopadhyay is a recent graduate with an MSc by Research (MScR) in Infection Medicine (Biomedical Sciences). This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA). However, implementing co-creation faces hurdles like students’ reluctance to participate (Cook-Sather & Luz, 2015 ; Mapstone et al.,

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