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Download full textSlaughter, Jenny; Rodgers, Thomas L.; Henninger, Claudia E. – Journal of University Teaching and Learning Practice, 2023
In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe's paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe's work remain relevant, the shape and…
Descriptors: Evidence Based Practice, Graduate Students, Teaching Assistants, Training
Lodge, Jason M. – Journal of University Teaching and Learning Practice, 2023
Universities globally have been increasingly looking to bring in professionals with expertise in learning and curriculum design to help with educational innovation. The aim of this study was to explore the epistemological views of learning that people in curriculum and learning design roles use to inform their practice. In this study, ten learning…
Descriptors: Curriculum Design, Instructional Design, Epistemology, Universities
Gouda-Vossos, Amany; Sarkar, Mahbub; Thompson, Christopher; Overton, Tina; Ziebell, Angela – Journal of University Teaching and Learning Practice, 2023
Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates' capabilities and employers' expectations. These gaps hinder graduates' ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM…
Descriptors: Evidence Based Practice, Student Attitudes, STEM Education, Employment Potential
Milne, Lisa; McCann, Jennifer; Bolton, Kristy; Savage, Julia; Spence, Alison – Journal of University Teaching and Learning Practice, 2020
The feedback received by students on assessment tasks is a major source of their dissatisfaction with feedback generally, explaining why models of assessment continue to evolve to prioritise provision of useful feedback. Boud's notion of sustainable assessment is an example. We argue for conceptualising the sustainability of assessment practices…
Descriptors: Student Satisfaction, Undergraduate Students, Feedback (Response), Student Evaluation
Horvath, Deanna; Stirling, Emma; Bevacqua, John; Coldrey, Michael; Buultjens, Phil; Buultjens, Melissa; Larsen, Amy – Journal of University Teaching and Learning Practice, 2019
Growth in online higher education offerings has been significant in recent years, with many Australian Universities launching programs to extend into new markets and meet the student demand for greater flexibility in delivery modes. Further, it is well understood that good support is an essential component to student success, satisfaction and…
Descriptors: Undergraduate Students, School Orientation, Electronic Learning, Foreign Countries
Thomson, Elizabeth; Auhl, Greg; Uys, Philip; Wood, Denise; Woolley, Dallas – Journal of University Teaching and Learning Practice, 2019
This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was…
Descriptors: Best Practices, Evidence Based Practice, Foreign Countries, Online Courses
