AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Process and Product: Supporting Academic Writing in Higher Education
No full text In academic year 2010-2011, the English Department and Centre for Teaching and Learning at National University of Ireland Maynooth collaborated to provide academic writing support for first year students. The sessions, which were workshops and large group lectures, were active and participative in nature, and designed with the sole purpose of helping students to improve their writing, regardless of the level from which they were beginning. The intervention was a response to a desire by staff at departmental level to help students to understand what was required with regards writing in university and to assist them to meet these requirements. In addition, the topic was raised during discussions at the Teaching and Learning Committee, and subsequently, was undertaken as a pilot/case study rather than as a research project. The implications of the intervention were gauged by analysing the written feedback on the process provided by students. This paper provides an opportunity to reflect on the various aspects of this exercise and to plan the future activity of academic writing support for students. In order to orientate the reader for the discussion to follow, the genesis for support for student writing in the wider context will be briefly described. In addition, the role of the key stakeholders involved in the motivation for the writing intervention will be explored
Academic Publishing: Maximising Library Expertise, Resources and Services
No full textAcademic libraries offer expertise and a wide range of resources and services to support scholarly publishing. This article aims to highlight the key resources, tools and services offered by libraries to assist lecturers, researchers and postgraduate students in their scholarly publishing endeavours, with a particular focus on writing for academic journals. The article is structured in three sections and includes S an overview of a range of current book titles offering support on writing for publication, tools and resources available to help authors decide where to publish and an exploration of ways of increasing access to, and visibility of research output
Review of 'New Managerialism in Education, Commercialization, Carelessness and Gender' K. Lynch, B. Grummell and D.Devine Palgrave MacMillan, 2012
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Podcast Steering of Independent Learning in Higher Education
No full textPodcasting in higher education is a relatively new development that emerged mainstream in the latter part of the last decade (Stoerger, 2006; Salmon and Edirisingha, 2008). Since then, academics have variously begun to incorporate podcasting elements in a variety of teaching and learning contexts. The relative ease of using podcasts and minimal technical requirements for both lecturer and student means that it is a learning technology of considerable practical value, and its portability is particularly well-suited to the diverse and non-traditional student body of today. By drawing on the experience of podcast support provided for a final-year module of approximately 100 students in Geography at National University of Ireland, Galway, this paper reflects on how podcasting can practically and creatively prompt and steer independent learning outside of the lecture environment
Situating academic writing in the undergraduate curriculum: Some reflections
No full textDespite considerable efforts across the Higher Education (HE) sector to promote academic writing, concerns continue to be raised about standards. While a considerable body of research exists on academic writing, the relationship between the curriculum and academic writing has not been explored in depth. In light of the current level of concern about academic literacy standards (Department of Education and Skills, 2011), coupled with the publication of the National Strategy for Higher Education to 2030 (Hunt, 2011), it is appropriate that we analyse how we are addressing academic writing within our curricula. In this paper we examine our own undergraduate curricula in Nursing and Health Disciplines and critically reflect on aspects that may facilitate or hinder the development of academic writing. Suggestions are made for ways in which ‘space’ can be created within the curriculum for academic writing to be fostered. Key words: Academic literacy; Academic writing; Undergraduate Curriculum; Nursing.  
To share or not to share: an insight into an academic community of practice.
No full textThe concept of an open repository of learning resources provides many benefits in theory to the academic community, however, the acceptance and willingness to actively contribute in practice proves to be slow. This study examines the use and perception of a national open repository of teaching and learning resources, namely the National Digital Learning Resources service, amongst a computer science academic community of practice spread over twenty-one higher education institutions. The methodology chosen for this study used both a qualitative and quantitative approach including an online questionnaire and individual unstructured interview sessions. The aims of this study were twofold; to uncover any reservations and concerns felt within the academic community in Ireland, towards contributing resources to an open repository; and to note what incentives would encourage them to participate and contribute to the repository
Experiences of assessment using multiple-choice questions on advanced modules taken by Level 8 and Level 9 engineering students
No full textThis contribution evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on advanced modules taken by Level 8 and Level 9 engineering students, over two academic years. Assessment data, and student experiences with the assessment methods, are reported and analysed