AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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The 'Build-Up' Approach to Academic Writing Skills Development: The Case for a Discipline-Driven Collaborative Design
No full textThe paper will discuss best practice for the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing be discipline dependent and neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to write. Three models of academic skills support are provided in the literature; bolt-on, build-on and build-up. These models provide a useful framework for conceptualising the different approaches to skills development (academic writing in this case). The 'bolt on' approach describes institutions that provide additional sessions to address academic writing (Wingate, 2006). The 'build-in' approach is where the provision of such support is embedded into the curriculum and usually occurs early in a student's studies. Finally, the 'build-up' approach was first suggested by Author and Author (2007) and takes the build-up approach a step further. In this approach, institutions provide supports embedded in the delivery of the curriculum and allow students to 'build-up' their academic writing skills, not only upon programme commencement, but throughout the duration of their studies. The paper reasserts a greater likelihood of success in developing academic writing skills where interventions are embedded within a broader framework of student support. Through an ongoing collaboration between programme support and teaching staff, academic writing skills interventions can be scheduled in a progressive manner throughout a degree.  
Engineering Co-ops in Writing Center �Coops�?�
No full textAt a large university in the midwest of the United States, the Writing Center frequently works with advanced undergraduate engineering students who must produce reports based on their work within organizations outside of the university. These coop reports typically ask students to do little more than imitate previous coop reports,which are available to them. In stressing imitation, the School of Engineering loses an opportunity to help their students become better writers and more critical thinkers. The author offers several variations in the coop report assignment which could contribute to these desirable goals
Enhancing Irish students’ academic and social learning through encouraging engagement with emotional and social skills development.
No full textThe National Framework of Qualifications (NFQ) details the specific learning outcomes that must be achieved by all Irish academic syllabi. However, this framework makes scant reference to the development of social and emotional skills. Recent Irish research confirmed that many students do not engage with the opportunity to avail of emotional intelligence coaching as it is not a mandatory aspect of their curricula. A revised version of the NFQ is therefore proposed, which incorporates learning outcomes related to emotional and social development at all levels of academic attainment
Internationalising assessment, learning and teaching
No full textAn opinion piece by Sally Brown, Independent Consultant and Emeritus, Visiting and Adjunct Professor at variously Leeds Metropolitan, Liverpool John Moores, Plymouth, James Cook, Sunshine Coast and Central Queensland Universities. 
Review of Higher Education and Civic Engagement: Comparative Perspectives, by Lorraine McIlrath, Ann Lyons, and Ronaldo Munck. Palgrave Macmillan, 2012
No full textNo abstrac
Review of Feedback in Higher and Professional Education: Understanding it and doing it well.
No full textSupporting Academics to Write for Publication: A holistic approach
No full textDissemination of knowledge from research-active academics has always been relevant in the academic landscape. However, with an increased focus on measurement of writing output, not only for individual promotion but institutional excellence, the pressure on academics to publish with the highest impact is greater than ever. The literature recommends that universities support the development of structured interventions to support academic writing, but also that a more holistic approach to academic writing support be adopted. This paper evaluates the Writing for Academic Publication Programmes offered by a research-led university in which the personal and emotional as well as the technical and intellectual aspects of writing are explored. It argues that academics value being supported in overcoming the emotional barriers to their writing, and being part of an active community of academic writers. However, participants also note the importance of using the strategies addressed in the programme to prioritise and manage their own writing more effectively upon its completion
Apologia for Undergraduate Peer-tutors in Writing
No full textInvited article from Lawrence Cleary, Writing Consultant and Researcher for the Regional Writing Centre, University of Limeric