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This issue contains articles on:             Appraisal Procedures: a
recipe for mediocrity?Ian Hutchings (Oxford Brookes University)
looks at how both appraisal and promotion procedures are encouraging teachers to
become moderately competent all-rounders.Improving the Quality of
Students’ WritingIn answer to Graham Gibbs’ article in The New Academic 1.2 Graham Badley (Anglia
Polytechnic University) argues that what students in HE actually need is both
more essay writing and more practical support to help them make their writing
and their essays more effective.Assessment of Students’ Oral
Communication Skills by Staff and Peer GroupsIan E Hughes and Bryan
Large (University of Leeds) describes how students are taught and assessed on
communication and presentations skills as an integral part of their Bsc (Hons)
Pharmacology degree.Proctorials: a student
viewPetronella Ericson and Naomi Cohen (University of Leeds) give
the students’ view of a new teaching method which encourages students to work
things out for themselves, to question received wisdom and to seek enlightenment
through discussion and
debate.The Role of Women Staff
Developers in Developing Teaching Skills through Teaching
Observations”What’s so special about women staff
developers?” Hazel Fullerton (University of Plymouth) asked a group of new
lecturers on her
course.Coping with Student
Induction in the NinetiesLee Crystal (Luton College of Higher
Education) examines the new approach to student induction introduced at Luton
College to cope with the increasing change in the student population.Twenty Tips for Running
Staff Development WorkshopsFrom Peter McCrorie (Queen Mary and
Westfield College, University of London).To Centralise or Not to
Centralise?Dennis James (Leeds Metropolitan University) asks the
question in light of the many changes that are currently taking place in Higher

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