A very luminous, highly extinguished, very fast nova - V1721 Aquilae

Fast novae are primarily located within the plane of the Galaxy, slow novae are found within its bulge. Because of high interstellar extinction along the line of sight many novae lying close to the plane are missed and only the brightest seen. One nova lying very close to the Galactic plane is V1721 Aquilae, discovered in outburst on 2008 September 22. Spectra obtained 2.69 days after outburst revealed very high expansion velocities (FWHM ~6450 km/s). In this paper we have used available pre- and post-outburst photometry and post-outburst spectroscopy to conclude that the object is a very fast, luminous, and highly extinguished A_V=11.6+/-0.2) nova system with an average ejection velocity of ~3400 km/s. Pre-outburst near-IR colours from 2MASS indicate that at quiescence the object is similar to many quiescent CNe and appears to have a main sequence/sub-giant secondary rather than a giant. Based on the speed of decline of the nova and its emission line profiles we hypothesise that the axis ratio of the nova ejecta is ~1.4 and that its inclination is such that the central binary accretion disc is face-on to the observer. The accretion disc's blue contribution to the system's near-IR quiescent colours may be significant. Simple models of the nova ejecta have been constructed using the morphological modelling code XS5, and the results support the above hypothesis. Spectral classification of this object has been difficult owing to low S/N levels and high extinction, which has eliminated all evidence of any He/N or FeII emission within the spectra. We suggest two possibilities for the nature of V1721 Aql: that it is a U Sco type RN with a sub-giant secondary or, less likely, that it is a highly energetic bright and fast classical nova with a main sequence secondary. Future monitoring of the object for possible RN episodes may be worthwhile, as would archival searches for previous outbursts.Comment: 9 pages 10 figures, accepted for publication in A&A. Abstract has been slightly shortened from published versio

It all just clicked: a longitudinal perspective on transitions within University

This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research–intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is drawn from 20 students who were interviewed during each of their three or four years of study to provide a longitudinal account of their experiences of engagement and participation at the university. We draw attention to three ways in which the students made transitions across the course of their degrees: to increased knowledge of the conventions of academic writing; to enhanced critical skills; and to practical strategies to prioritise learning

Nova light curves from the Solar Mass Ejection Imager (SMEI) - II. The extended catalogue

We present the results from observing nine Galactic novae in eruption with the Solar Mass Ejection Imager (SMEI) between 2004 and 2009. While many of these novae reached peak magnitudes that were either at or approaching the detection limits of SMEI, we were still able to produce light curves that in many cases contained more data at and around the initial rise, peak, and decline than those found in other variable star catalogs. For each nova, we obtained a peak time, maximum magnitude, and for several an estimate of the decline time (t2). Interestingly, although of lower quality than those found in Hounsell et al. (2010a), two of the light curves may indicate the presence of a pre-maximum halt. In addition the high cadence of the SMEI instrument has allowed the detection of low amplitude variations in at least one of the nova light curves

Psychology students’ perception of and engagement with feedback as a function of year of study

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course

Graduate attributes: implications for higher education practice and policy: Introduction

The higher education landscape is shifting under neo-liberal forces that are increasingly aligning the goals of business, government and education. This shift is engendering debate around the world about the role of higher education institutions in producing employable graduates to feed national prosperity in the emerging knowledge economy. As this evolution continues, we need to consider how we enhance generic graduate capabilities as well as the disciplinary expertise of our undergraduate students. Our graduates should possess the knowledge, skills and values to enable them to cope with dynamic employment opportunities, but they must also understand, through the benefits and constraints of their disciplinary perspectives, who they are and how they might contribute positively to the heterogeneity they will encounter in their local, regional and global communities

Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them

Examining increased flexibility in assessment formats

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in Higher Education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control