Vol. 11 No. 2 (2023): Vol. 11 No. 2 (2023)

• Editorial

  Lorraine Anderson

  1-2

  • Editorial.pdf

On the Horizon

• (Re)developing an online pre-entry course to support student transition into Higher Education

  Kirsty McIntyre, Nancy Weitz, Sarah Sherman

  3-8

  • McIntyre.PDF

• Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

  Gabriella Rodolico, Willie McGuire, Marco Sisi

  9-17

  • Rodolico_et_al.pdf

• IDEAS Developing a 'travelling companion' model of inclusive curriculum development

  Roger Dalrymple, Jackie Potter, Jane Pritchard, Mary Kitchener, Nicola Beer

  18-23

  • Dalrymple_et_al.pdf

• ‘Food for the Soul’: Applying the Human Library Concept to Academic Professional Development

  Jane Bryan, Kerry Dobbins

  24-29

  • Bryan+Dobbins.pdf

Original Research

• Searching for Best Practice in the Application of Mark Schemes Top Ten Tips for Successful Post-hoc Marking

  Simon Lock, Lucy Berthoud, Becky Selwyn

  30-46

  • Lock_et_al.pdf

• Designing Feedback Spirals To Motivate And Promote Student Learning.

  Gabriella Cagliesi, Liudmila, Ana

  47-61

  • Batishcheva_et_ al.pdf

• ‘I was really upset and it put me off’: The emotional impact of assessment feedback on first-year undergraduate students.

  Andrew G D Holmes

  62-74

  • Holmes.pdf

Reflective Analysis Papers

• Appreciative Development Research to Support the Teaching Culture of the Academic Staff at University

  Katrin Karu, Katrin Aava

  75-89

  • Karu+Aava.pdf

• Action learning and coaching as an integrated approach for supporting women’s career progression A reflective analysis

  Kathryn Waddington, Saire Jones

  90-108

  • Waddington+Jones.pdf

• A Reflective Analysis on Neurodiversity and Student Wellbeing Conceptualising Practical Strategies for Inclusive Practice

  Elliott Spaeth, Dr, Amy Pearson, Dr

  109-120

  • Spaeth+Pearson.pdf

• Embedding employability in the Social Sciences curriculum: reflections from an applied university

  Nichola Cadet, Teri-Lisa

  121-134

  • Cadet+Griffiths.pdf

Case Studies

• Reasonable adjustment, unfair advantage or optional extra? Teaching staff attitudes towards reasonable adjustments for students with disabilities

  Christopher Little, Abigail Pearson, Karl Gimblett

  135-146

  • Little_et_al.pdf

• Engaging taught postgraduate students with science communication

  Nicolas Labrosse, Jessica M Bownes

  147-156

  • Labrosse+Bownes.pdf

• Teaching and lecturing internships – a case study from a UK university

  Richard James Machin, Amy Allen, Dolores Ellidge, Louise Griffiths, Jennifer Sanders

  157-169

  • Machin_et_al.pdf

Opinion Piece

• Improving Real-World Impact From Research-Focussed Experiential Learning In Higher Education; A Call-To-Arms Centring On Field Ecological Monitoring

  Bryony Tolhurst, Rachel White, Anthony Friscia, Maureen Berg, Angelo Pernetta, Neil Crooks

  170-179

  • Tolhurst.pdf