No. 2 (2010)

Published: 23-03-2010

Papers

The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff?

Richard Bailey
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A comparison of staff perceptions and student experiences of issues associated with university

Steve Briggs, Norma Pritchett
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'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content

Tom Burns, Sandra Frances Sinfield, Debbie Holley, Kate Hoskins
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From Deficiency to Development: the evolution of academic skills provision at one UK university

Pat Hill, Amanda Tinker, Stephen Catterall
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A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work

Megan Lawton, Emma Purnell
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The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress

Janette Myers, Frances Gibson
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More than just having the right headings: Supporting students' report writing

Michelle Reid
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Scholarship in Mathematics Support Services

Peter Samuels, Chetna Patel
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Creating learning communities: three social software tools

Amanda Tinker, Gillian Byrne, Christine Cattermole
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Maximising student learning through minimising information search time; the role of satisficing and skimming.

Susan Wilkinson
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Case Studies

That's writing talk: An insight into the Academic Writing Readers Group

Rebecca Bell
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Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership

Robert Martin Blake, Jacqueline Pates
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Using Turnitin as a formative writing tool.

Judy Cohen
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Referencing@Portsmouth: a web-based, interactive referencing tool

Roisin Gwyer, Linda Jones, James Stewart Matthews, Anne Worden
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Opinion Pieces

A tandem journey through the labyrinth

Marcia B Baxter Magolda
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Neither teacher-centred nor student-centred: threshold concepts and research partnerships

Glynis Cousin
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Reasons to be cheerful?
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