Enhancing Teaching Practice in Higher Education

1. Auflage 2016
ISBN: 978-1-4462-0285-2
Verlag: SAGE Publications Ltd

Buch, Englisch, 256 Seiten, Paperback, Format (B × H): 170 mm x 244 mm, Gewicht: 448 g

This book explores ways in which pedagogical research, theory, models and frameworks can be used pragmatically to enhance teaching practice in higher education. It provides practical strategies, ideas, techniques and approaches drawn from literature and real-life experience, using examples from a variety of disciplines.

Cross-cutting themes include developing resilience and care for ourselves, our colleagues and our students, engaging with diversity in teaching and promoting dialogue and enquiry. It also addresses the dimensions of the UK Professional Standards Framework. Key coverage includes:

- Models of course and learning design and evaluation
- Teaching in different contexts including lectures and small groups, laboratory, studio and practice settings and supervising student research
- Enhancing assessment and feedback, student engagement and academic writing through inclusive practice
- Promoting participation in blended learning
- Developing students’ work-relevant skills, attributes and practices
- Approaches to professional development including the role of mindfulness in teaching

This is essential reading for lecturers on Higher Education Academy-accredited programmes, such as PGCTLHE, PGCAP, PG Cert HE, and for staff seeking HEA fellowship through experience-based routes, or who wish to develop more scholarly approaches to their practice.

Autoren/Hrsg.

Pokorny, Helen

Warren, Digby

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

Chapter 1: Introduction: Teaching in the changing landscape of higher education - Helen Pokorny & Digby Warren
Chapter 2: Course and learning design and evaluation - Digby Warren
Chapter 3: Teaching by leading and managing learning environments - Steven Cranfield
Chapter 4: Assessment for learning - Helen Pokorny
Chapter 5: Blended learning - Charl Fregona with Agata Sadza
Chapter 6: Student engagement - Kathy Harrington, Sandra Sinfield & Tom Burns
Chapter 7: Embracing student diversity - Susannah McKee & Matt Scandrett
Chapter 8: Engaging with academic writing and discourse - Julian Ingle
Chapter 9: Effective supervision - Dave Griffiths & Digby Warren
Chapter 10: Work-related learning - Sibyl Coldham & Pauline Armsby
Chapter 11: Professional development - Jennifer Bright, Rebecca Eliahoo & Helen Pokorny

Über Autor(innen)

Warren, Digby
Professor Digby Warren is Professor of Higher Education at London Metropolitan University. Digby has been working in higher education development for over 25 years. His chief area of expertise is curriculum development and higher education pedagogy, about which he has produced over 60 conference papers, published articles and book chapters - with a focus on student diversity and transformational approaches. Currently Head of the Centre for Professional and Educational Development, as a consultant member (2004-2008) of the Oxford Centre for Staff and Learning Development he delivered workshops at a number of UK universities, and was also co-editor of conference proceedings for the London series of International Conferences on the Scholarship of Learning & Teaching (2005 to 2010). On the international front, he played a lead role in two successful EU-funded projects (2011-2018) to modernise higher education, using curriculum and teaching development as a driver for innovation.

Pokorny, Helen
Dr Helen Pokorny is Assistant Director of University Campus St Albans (UCSA) a joint venture between the University of Hertfordshire and Oaklands Further Education College where she is responsible for academic development. UCSA has a unique curriculum designed solely for part-time mature students which builds on prior learning credit, providing all students with advanced standing. Previously she was Director of Professional Development at the University of Westminster and a Principal Lecturer London Metropolitan University. She has maintained throughout her career an abiding commitment to the Recognition of Prior Learning (RPL) researching and publishing on this topic and is a founding Director of the Prior Learning International Research Centre, based in Canada. She has worked with colleagues on a range of research and professional development projects publishing in the areas of assessment and feedback and student belonging. She is a Senior Fellow of the Higher Education Academy.