In honours programmes, teachers face the task of designing courses in which students feel challenged and learn from accomplishing demanding assignments. The aim of this study was to investigate students' and teachers' perceptions of challenge and learning in an honours programme. From 2016 to 2019, students and teachers rated the learning…

Based on qualitative data on students' approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of 'Text-Centred Reading'…

Writing as both instructors and students who worked together in the undergraduate course "Water Justice," we reflect on the limits and possibilities of engaging in anticolonial teaching-learning practices within the ongoing contexts of settler colonialism and racial violence that shapes universities. We describe how we designed…

How do we teach and learn with our students about data literacy, at the same time as Biesta (2015) calls for an emphasis on 'subjectification' i.e. 'the coming into presence of unique individual beings'? (Good Education in an Age of Measurement: Ethics, Politics, Democracy. Routledge) Our response to these challenges and the datafication of higher…

This case examined five students' experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students' experiences;…

This paper demonstrates the importance of considering lived experiences of adjunct teaching staff during the introduction of automated student messaging services in a UK Business School. With cost-orientated moves to expanding online provision through emergent technologies and the growth of alternative HE strategies, traditional group-orientated…

Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines…

The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers' reports of their learning from collaborating with academic staff to design, undertake and…

Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning "sensitive" issues surrounding gender and sexualities through "creative" pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of…

Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates.…

Most Australian Universities offer a selection of research-intensive pathways at the graduate level, which provides opportunities for independent inquiry and intellectual autonomy. Undergraduate students, however, are somewhat short-changed in their experience in research. They are exposed to a variety of areas and disciplines, which forms a…