Wednesday, April 29, 2009

EDC Winter 2009 Resource Review

Resource Reviews from the Educational Developers Caucus

Winter 2009


In this issue:

Website Review:
The Higher Education Academy, United Kingdom
http://www.heacademy.ac.uk/ourwork/professional/snas


Journal Article Review:
Kamler, B. (2008). Rethinking doctoral publication practices: writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294


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Website Review

The Higher Education Academy, United Kingdom
http://www.heacademy.ac.uk/ourwork/professional/snas


Submitted by: Linda B. Nilson, Ph.D., Director, Office of Teaching Effectiveness and Innovation,
Clemson University


Check out the teaching resources across the pond. The Higher Education Academy in the UK developed this site with the mission of helping "institutions, discipline groups and all staff to provide the best possible learning experience for their students." At the site, you can search by discipline or by topic to find links to journals, research articles, book chapters, tutorials, simulations, professional association Web sites, and other resources that can enhance an instructor's professional development and/or courses. Among the topics you can search by are field work, group work, learning support, learning theory, problem-based learning, problem solving, student feedback, and evaluation. The thousands of resources accessible from this site are primarily British.

Value to Instructors and Educational Developers: Instructors who are accustomed to finding teaching and learning resources online will enjoy "shopping" for them in a probably unexplored sector of the Web. They can also send their students to some of these resources to learn, reinforce, or review classroom or online-course lessons.


Educational developers will see this site as a fruitful place to refer instructors or to search with them for fresh teaching material and aids.


Journal Article Review:
Kamler, B. (2008). Rethinking doctoral publication practices: writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294


Submitted by: Isabeau Iqbal, Educational Developer, UBC Centre for Teaching and Academic Growth, Doctoral Student, UBC Department of Educational Studies


This article highlights the need to give more pedagogical importance to writing for publication during doctoral education. Kamler argues that co-authorship with supervisors is a significant pedagogical practice that contributes to identity formation among graduate students and affects how they perceive their place in the academic community. The author presents data from a case study of graduates in science and education and demonstrates how different pedagogical and disciplinary practices in each community impacts on student publication and the way in which graduate student perceive the overall value of their work.


This article is of relevance to educational developers who support faculty members in the area of graduate supervision in that it provides evidence of the benefits of co-authorship as a pedagogical practice. "Senior" educational developers, keen to mentor graduate students at their centres into the educational development profession, may also wish to consider how they can make use of the practice.


keywords: doctoral studies, academic writing, co-publishing, supervision

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