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CCRC conducts research on community colleges and contributes to the development of practice and policy to promote success for all higher education students.
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. 
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A new spectrum outlines the frequency and severity of 10 common forms of plagiarism, and is designed to help educators determine how to discipline students.
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Are disciplines becoming less important? I think they are. Universities are gradually changing how they operate as disciplines become less central to the construction of knowledge. Historically there are several universities that have tried different ways to organize their academics. In Britain, they include the University of Sussex, which for a long time divided itself into “Schools of Study,” so that students could benefit from a multidisciplinary teaching environment. In the United States, Arizona State University has done something similar with its degree programs.
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This page is for the HEA-funded 'Digital Literacy in the Disciplines' projects and others interested in their work
Slides from Helen Beetham session on 'Developing Academic practice' on 7th May 2014 Link to IoE project (Lesley Gourlay, Martin Oliver) presented on 7th May 2014
Slides (Helen Beetham presentation) and blog post (Terry McAndrew) from start-up meeting July 2013
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The Higher Education Academy is funding a number of small projects for developing digital literacies through the disciplines. These projects have been selected to give a broad range of approaches which may help identify both common i.e. core themes and discipline-specific issues. This is intended to compliment the work our JISC partners have developed through the Digital Literacy programme.
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