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The Languages of Belonging: Heritage Language and Sense of Belonging in Clubs and Organizations
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In: World Languages and Cultures (2020)
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Being everything to everyone: the lived experiences of first-generation college students and how colleges can better support them
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A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License?
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In: CTL Teaching Gallery (2020)
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Academic advising first-generation college students ; Academic advising FGCS
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A Credited Support Course: Corequisite Writing Course at Boise State University
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In: English Faculty Publications and Presentations (2020)
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Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality
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In: Danaher, MJ, (2020). Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality. Mulligan, DL, Danaher, PA (Eds.), Researching within the education margins: Strategies for communicating and articulating voices, p. 179-193 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-48845-1_11 (2020)
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| 7 |
Overleaf LaTeX: An online tool for synchronous, collaborative scholarly writing
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In: Hassan, JA, Islam, N, Bokani, A, (2020). 'Overleaf LaTeX: An online tool for synchronous, collaborative scholarly writing', 2020 Scholarship of Tertiary Teaching Online Conference, 3rd Scholarship of Tertiary Teaching Online Conference (2020), Online, CQUniversity Australia, p. 44-44, https://www.eventbrite.com.au/e/scholarship-of-tertiary-teaching-online-conference-registration-107516795630?aff=eml (2020)
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| 8 |
Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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Student reflections on doctoral learning: Challenges and breakthroughs
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In: Owens, AR, Brien, DL, Ellison, ER, Batty, C, (2020). Student reflections on doctoral learning: Challenges and breakthroughs. Studies in Graduate and Postdoctoral Education, Vol. 11, No. 1, p. 1-16 http://dx.doi.org/10.1108/SGPE-04-2019-0048 (2020)
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| 10 |
Reflections on COVID-19 and impacts on equitable participation: The case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education
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In: Mupenzi, A, Mude, WW, Baker, S, (2020). Reflections on COVID-19 and impacts on equitable participation: The case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education. Higher Education Research and Development, Vol. 39, No. 7, p. 1337-1341 http://dx.doi.org/10.1080/07294360.2020.1824991 (2020)
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| 11 |
Students as partners in assessment (SaPiA): a literature scoping review
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In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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Abstract:
The purpose of this scoping review is to explore what the literature says regarding students as partners in the process of assessment in higher education. In recent years, there has been an increasing emphasis on students as partners in teaching, learning and assessment. Indeed, some educators would argue this is part of a larger paradigm shift in the latter part of last century towards student-centred learning. Conscious of this paradigm shift and the ever-present competing assessment discourses, the review investigates the growing interest in student partnership in assessment specifically, distinct from wider arenas of student partnership. This literature scoping review aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.
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Keyword:
assessment; assessment activities; assessment as/for/of learning; assessment criteria; collaborative grading; Education; higher education; peer assessment; self-assessment; student engagement; student partnership
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URL: http://doras.dcu.ie/25254/
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| 12 |
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
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Barriers to academic help-seeking: the relationship with gender-typed attitudes
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Redesigning Community College Student Onboarding Through Guided Pathways
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Equity and Higher Education: Essays on Performance-based Financial Aid, Community College Degree Completion, and Dual Enrollment
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Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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| 18 |
An Ethnonarrative Inquiry Approach to Understand the Role of Context-Specific Languages in the Socio-Academic Experiences of Culturally and Linguistically Diverse College Students
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| 19 |
Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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| 20 |
Walking the walk: How Writing, Rhetoric, and Composition doctoral programs prepare their graduate students for intersectional Writing Studies research
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