Healy et al. (2019) Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57600
Reflective practice: a guide for educators:
Enhancing Graduate Employability: a case study compendium
Flipped Classroom for troublesome knowledge:
Guide on using evidence in student representation:
Using principles of authentic assessment to redesign written examinations and tests:
Good Practice Guide on Writing Aims and Learning Outcomes:
5 Stage model for digital learning:
“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning
Leading Change in External Examining:
Nicol, D.J. & Macfarlane-Dick, D. (2006) “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice”, Studies in Higher Education 31(2):199-218. DOI: 10.1080/03075070600572090.
Taras, M. (2005) “Assessment – summative and formative – some theoretical reflections”, British Journal of Educational Studies 53(4): 466-478. DOI: 10.1111/j.1467-8527.2005.00307.x
Price, M., Handley, K., Millar, J. & O’Donovan, B. (2010) “Feedback: all that effort, but what is the effect?” Assessment & Evaluation in Higher Education 35(3):277-289. DOI: 10.1080/02602930903541007.
Carnell, B. and Fung, D. (Eds) (2017) Developing the higher education curriculum. London. UCL Press.
Flavin M. (2017) Disruptive technology enhanced learning: the use and misuse of digital technologies in higher education. London: Palgrave Macmillan
Killick D. (2016) Internationalization and diversity in higher education: implications for teaching, learning and assessment. London: Palgrave Macmillan
Osterman K.F. & Kottkamp R.B. (2015) Reflective practice for educators: professional development to improve student learning. New York: Skyhorse Publishing
Wisker G., Exley K., Antoniou M. & Ridley P. (2008) Working one-to-one with students: supervision, coaching mentoring and personal tutoring. Oxon: Routledge