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A Handbook for Teaching and Learning in Higher Education Enhancing Аcademic Practice

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Описание

Contents

List of illustrations viii

Notes on contributors x

Acknowledgements xvii

Foreword xviii

Part 1 Teaching, supervising and learning in higher education 1

1 A user's guide 3

Heather Fry, Steve Ketteridge and Stephanie Marshall

2 Understanding student learning 8

Heather Fry, Steve Ketteridge and Stephanie Marshall

3 Encouraging student motivation 27

Sherria L. Hoskins and Stephen E. Newstead

4 Planning teaching and learning: curriculum design and development 40

Lorraine Stefani

5 Lecturing to large groups 58

Ann Morton

6 Teaching and learning in small groups 72

Sandra Griffiths

7 E-learning - an introduction 85

Sam Brenton

8 Teaching and learning for employability: knowledge is not the only outcome

Pauline Kneale

9 Supporting student learning

David Gosling

10 Assessing student learning

Lin Norton

11 Supervising projects and dissertations

Stephanie Marshall

12 Supervising research students

Steve Ketteridge and Morag Shiach

13 Teaching quality, standards and enhancement

Judy McKimm

14 Evaluating courses and teaching

Dai Hounsell

Part 2 Teaching in the disciplines

15 Teaching in the disciplines

Denis Berthiaume

16 Key aspects of learning and teaching in experimental sciences

Ian Hughes and Tina Overton

17 Key aspects of teaching and learning in mathematics and statistics

Joe Kyle and Peter Kahn

18 Key aspects of teaching and learning in engineering

John Dickens and Carol Arlett

19 Key aspects of teaching and learning in computing science Gerry McAllister and Sylvia Alexander

20 Key aspects of teaching and learning in arts, humanities and social sciences

Philip W. Martin

21 Key aspects of teaching and learning in languages 323

Carol Gray and John Klapper

22 Key aspects of teaching and learning in the visual arts 345

Alison Shreeve, Shan Wareing and Linda Drew

23 Key aspects of teaching and learning: enhancing learning in

legal education 363

Tracey Varnava and Julian Webb

24 Key aspects of teaching and learning in accounting, business

and management 382

Ursula Lucas and Peter Milford

25 Key aspects of teaching and learning in economics 405

Liz Barnett

26 Key aspects of teaching and learning in medicine and dentistry 424

Adam Feather and Heather Fry

27 Key aspects of teaching and learning in nursing and midwifery 449

Pam Parker and Della Freeth

Part 3 Enhancing personal practice 467

28 Enhancing personal practice: establishing teaching and

learning credentials 469

Heather Fry and Steve Ketteridge

29 Teaching excellence as a vehicle for career progression 485

Stephanie Marshall and Gus Pennington

Glossary 499

Index 513

Illustrations

FIGURES

2.1 The Kolb Learning Cycle 15

4.1 The logical model of curriculum development 52

4.2 A modification to Cowan's earlier model 53

4.3 Views of the curriculum 54

11.1 Supervisor-supervisee relationship in project supervision 153

14.1 Sources and methods of feedback 202

14.2 The evaluation cycle 208

15.1 Model of discipline-specific pedagogical knowledge (DPK) for

university teaching 219

24.1 The 'for-about' spectrum in business education 384

24.2 Shifting the focus along the 'for-about' spectrum 391

26.1 PBLat St George's 430

TABLES

2.1 Learning styles 19

2.2 Classification of academic knowledge 20

3.1 Reasons for studying 28

3.2 Percentage of students agreeing with questions on the ASSIST scale 32

3.3 Motivational generalisations and design principles 35-36

4.1 The University of Auckland: graduate profile 42

5.1 Emphasising the structure of lectures using signals and clues 62

7.1 Hypothetical teaching situations and possible e-learning responses 89-90

9.1 Questions students ask themselves 118

10.1 Characteristics of grades A, B and C 140

12.1 University of East Anglia: full-time research degrees 168

12.2 Doctoral qualifications obtained in the UK, 2001 to 2005 170

15.1 Dimensions associated with components of the knowledge base

for teaching 219-221

15.2 Dimensions associated with components of disciplinary specificity 221

15.3 Dimensions associated with components of the personal

epistemology 222

23.1 Skills and cognitive levels assessed by law coursework and

examinations 376

24.1 A critical reading framework for empirical academic papers 397

28.1A The UK Professional Standards Framework 470

28.1B Areas of activity, knowledge and values within the Framework 471