This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Stop-Out, Drop-Out, The Great Resignation There are countless books, articles, and dissertations framed from scholar Dr. Vincent Tinto’s theory of social integration. The premise of the theory is the more engaged students are, the more likely they will succeed.
Furthermore, I could not finish this article without mentioning the more recent Entrepreneurial Campus report authored by Ross Tuffee and Prof Joe Little.
The final assessment was a ‘response article’ that contributed to the debate over one of the papers by critiquing its arguments or developing its thesis in some new direction. The best response articles (and many were excellent) were sent to the theorists in question. The theorists then had a chance to respond to the responses.
To cope with this wide spectrum of projects, we use the Student-Led, Individually-Created Courses (SLICCs) reflective framework. This is described in more detail in a previous Teaching Matters article.
In this article, Lila Pitcher, Student Intern with Information Services, talks about her experience of co-creating the Information Services Group (ISG) Intern Blog during the summer of 2018. Some of the IS Interns at one of our memorable lunches.
I was reminded of an article I read at the very beginning of my studies in 2012. In a year where so much change was happening all around me, I couldn’t help but feel a little lost; a little uncertain. What future?
You can read more about this project in the following article: McMillan, C., From students to scientists: The impact of interactive engagement in lectures. Loads, D., & McQueen, H. New Directions in the Teaching of Physical Sciences, (13).
. ‘ Students as Researchers ‘ is one such movement where the traditional teacher/student binary is disrupted, and undergraduate students are invited to research and contribute to the broader base of their discipline (Walkington, 2015).
A lot of academic writing rests on the writer having one point to make and arguing it through – the journal article, for example. If you write a journal article with too many ideas and points it is a sure-fire recipe for rejection. (This post, for example, is about blogging and academic writing and nothing else.)
Therefore, we at The Change Leader want to offer a series of articles to lay out where we believe higher education is going in the face of all of these challenges and what higher education leaders need to think about in moving forward. However, there are upsides to these new forms of higher education, especially because of innovation.
Therefore, our higher education consultants at The Change Leader want to offer a series of articles that lay out where we believe higher education is going in the face of all of these challenges. There are opportunities for higher education to transform and grow.
A BP article paints a bleaker picture, particularly for engineering, highlighting a 20,000 annual shortfall of engineering graduates, and a lack of racial and gender diversity. But STEM still faces challenges. This is where Engineering for Change (E4C) can help.
Background Conducted by a research team from Oxford Brookes University, the review specifically addresses peer-reviewed journal articles, with the primary focus on ‘what works’ with supporting evidence.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content