MedCULs allmänna bibliotek

CUPs rapportserie, nr 3. Centrum för universitetspedagogik, Linköpings universitet

The Good Supervisorengages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects: Postgraduate and undergraduate levels, international and distance students; practice and professional research; research leading to creative process and products/creations; the PhDby publication; supervising your colleagues; interpersonal skills; managing diversity in learning styles, gender, age and culture. The book is also useful for students undertaking research. There is special focus on research skills development.and on supporting students through and beyond the examination process.

What criteria are used to assess the scholarly merit of a thesis'. What is the level of conceptualization that is expected in doctoral theses'. How can you prepare to defend your thesis? . What is the most effective route to achieving your doctorate? ..The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research'..This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics ofdoctoratenessthat examiners expect to find in your thesis...The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors...This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey...Based upon contemporary practice,Stepping Stones to Achieving your Doctorateis an essential tool for doctoral candidates, supervisors and examiners..

Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writingis a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writingwill be of interest to anyone involved in teaching academic writing in higher education.

"This book is a treasure trove of practical suggestions for promoting reflections and feedback that is based upon sound educational theory and research. I recommend it highly." - David M. Irby, PhD, Vice Dean for Education University of California The authors of this concise volume describe the two underlying principles of becoming a thoughtful practitioner: reflection and feedback. They offer strategies to assist students in developing the attitudes and skills to think about and assess their work, consciously and consistently. Physicians, nurses, psychologists, social workers who are educators of students, residents and practitioners in the health professions will find this an invaluable resource.