A Handbook for Teaching and Learning - UCV

1 A Handbook for Teaching and Learningin Higher EducationAHandbook for Teaching and Learning in Higher Educationis sensitive to the competingdemands of Teaching , research and scholarship, and academic management. Against thesecontexts, the book focuses on developing professional academic skills for with the rapid expansion of the use of technology in higher education andwidening student diversity, this fully updated and expanded edition includes newmaterial on, for example, e- Learning , lecturing to large groups, formative and summativeassessment, and supervising research 1 examines Teaching and supervising in higher education, focusing on a range ofapproaches and 2 examines Teaching in discipline-specific areas and includes new chapters onengineering, economics, law, and the creative and performing 3 considers approaches to demonstrating and enhancing to support the excellence in Teaching required to bring about Learning of thehighest quality, this will be essential reading for all new lecturers.

2 Particularly anyonetaking an accredited course in Teaching and Learning in higher education, as well as allthose experienced lecturers who wish to improve their Teaching . Those working in adultlearning and education development will also find it a particularly useful Fryis the founding Head of the Centre for Educational Development at ImperialCollege Ketteridgeis Director of Educational and Staff Development at Queen Mary,University of Marshallis Director of Programmes at the Leadership Foundation for HigherEducation and is currently Visiting Professor at Queen Mary, University of Handbook for Teaching andLearning in Higher EducationEnhancing Academic PracticeThird editionEdited byHeather FrySteve KetteridgeStephanie MarshallFirst edition published 1999 Second edition published 2003 by RoutledgeThis edition published 2009by Routledge270 Madison Ave, New York, NY 10016 Simultaneously published in the UKby Routledge2 Park Square, Milton Park, Abingdon.

3 Oxon OX14 4 RNRoutledge is an imprint of the Taylor and Francis Group, an informa business 2003 individual contributors; 2009 Taylor & FrancisAll rights reserved. No part of this book may be reprinted or reproduced orutilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the Notice:Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to of Congress Cataloging in Publication DataAhandbook for Teaching and Learning in higher education : enhancing academicpractice / [edited by] Heather Fry, Steve Ketteridge, Stephanie Marshall. 3rd bibliographical references and College Teaching Handbooks, manuals, etc.

4 2. College teachers. 3. Lecture methodin Teaching . I. Fry, Heather. II. Ketteridge, Steve. III. Marshall, Stephanie. IV. Title: Teaching and Learning in higher 2008378,1 25 dc222008009873 ISBN 10: 0 415 43463 7 (hbk)ISBN 10: 0 415 43464 5 (pbk)ISBN 10: 0 203 89141 4 (ebk)ISBN 13: 978 0 415 43463 8 (hbk)ISBN 13: 978 0 415 43464 5 (pbk)ISBN 13: 978 0 203 89141 4 (ebk)This edition published in the Taylor & Francis e-Library, 2008. To purchase your own copy of this or any of Taylor & Francis or Routledge scollection of thousands of eBooks please go to ISBN 0-203-89141-4 Master e-book ISBNxvxContentsList of illustrationsviiiNotes on contributorsxAcknowledgementsxviiForewor dxviiiPart 1 Teaching , supervising and Learning in higher education11A user s guide3 Heather Fry, Steve Ketteridge and Stephanie Marshall2 Understanding student learning8 Heather Fry, Steve Ketteridge and Stephanie Marshall3 Encouraging student motivation27 Sherria L.

5 Hoskins and Stephen E. Newstead4 Planning Teaching and Learning : curriculum design and development40 Lorraine Stefani5 Lecturing to large groups58 Ann Morton6 Teaching and Learning in small groups72 Sandra Griffiths7E- Learning an introduction85 Sam Brenton8 Teaching and Learning for employability: knowledge is not the only outcome99 Pauline Kneale9 Supporting student learning113 David Gosling10 Assessing student learning132 Lin Norton11 Supervising projects and dissertations150 Stephanie Marshall12 Supervising research students166 Steve Ketteridge and Morag Shiach13 Teaching quality, standards and enhancement186 Judy McKimm14 Evaluating courses and teaching198 Dai HounsellPart 2 Teaching in the disciplines21315 Teaching in the disciplines215 Denis Berthiaume16 Key aspects of Learning and Teaching in experimental sciences226 Ian Hughes and Tina Overton17 Key aspects of Teaching and Learning in mathematics and statistics246 Joe Kyle and Peter Kahn18 Key aspects of Teaching and Learning in engineering264 John Dickens and Carol Arlett19 Key aspects of Teaching and Learning in computing science282 Gerry McAllister and Sylvia Alexander20 Key aspects of Teaching and Learning in arts, humanities andsocial sciences300 Philip W.

6 MartinvixContents21 Key aspects of Teaching and Learning in languages323 Carol Gray and John Klapper22 Key aspects of Teaching and Learning in the visual arts345 Alison Shreeve, Sh n Wareing and Linda Drew23 Key aspects of Teaching and Learning : enhancing Learning inlegal education363 Tracey Varnava and Julian Webb24 Key aspects of Teaching and Learning in accounting, businessand management382 Ursula Lucas and Peter Milford25 Key aspects of Teaching and Learning in economics405 Liz Barnett26 Key aspects of Teaching and Learning in medicine and dentistry424 Adam Feather and Heather Fry27 Key aspects of Teaching and Learning in nursing and midwifery449 Pam Parker and Della FreethPart 3 Enhancing personal practice46728 Enhancing personal practice: establishing Teaching andlearning credentials469 Heather Fry and Steve Ketteridge29 Teaching excellence as a vehicle for career progression485 Stephanie Marshall and Gus The Kolb Learning The logical model of curriculum A modification to Cowan s earlier Views of the Supervisor supervisee relationship in project Sources and methods of evaluation of discipline-specific pedagogical knowledge (DPK) foruniversity for about spectrum in business the focus along the for about St George Learning Classification of academic Reasons for Percentage of students agreeing with questions on the ASSIST Motivational generalisations and design principles35 University of Auckland.

7 Graduate Emphasising the structure of lectures using signals and Hypothetical Teaching situations and possible e- Learning responses89 students ask Characteristics of grades A, B and of East Anglia: full-time research qualifications obtained in the UK, 2001 to associated with components of the knowledge basefor teaching219 associated with components of disciplinary associated with components of the and cognitive levels assessed by law coursework critical reading framework for empirical academic The UK Professional Standards Areas of activity, knowledge and values within the Framework471 IllustrationsxixContributorsTHE EDITORSH eather Fryis the founding Head of the Centre for Educational Development atImperial College London. After Teaching and lecturing in Nigeria she worked at theInstitute of Education, London, and the Barts and Royal London School of Medicineand Dentistry at Queen Mary, University of London.

8 She teaches, researches andpublishes on academic practice in higher education. Her particular passions are howteaching, curriculum organisation and manipulation of context can support andexpand Learning , especially in medical and surgical education. She has also beeninvolved in the development of several innovative programmes including a Master sin Surgical Education and another in University Learning and Ketteridgeis the first Director of Educational and Staff Development at QueenMary, University of London. His academic career began with a university lectureshipin microbiology. Subsequently he established the Postgraduate Certificate in AcademicPractice at Queen Mary and has developed strategy in areas such as Learning andteaching, skills and employability. He is a key reference point on supervision ofdoctoral students in science and engineering, and advises universities and researchinstitutes across the UK.

9 Recently he has been involved in international work on thedevelopment of performance indicators for university Marshallis Director of Programmes at the Leadership Foundation for HigherEducation, where she has worked since 2003, and is currently Visiting Professor atQueen Mary, University of London. Prior to this, she worked at the University of York,where she taught and researched in the Department of Educational Studies, movingon to set up the university s first Staff Development Office. Subsequently she becamethe Provost of Goodricke College, and worked in the Centre for Leadership andManagement. She has published AUTHORSS ylvia Alexanderis Director of Access and Distributed Learning at the University ofUlster. She has a wide knowledge of current practice in Teaching , Learning andassessment resulting from previous involvement in a variety of national initiativesincluding the Higher Education Arlettis the Manager for the Engineering Subject Centre and oversees the Centre srange of activities that aim to provide subject-specific support for engineeringacademics.

10 She has a particular interest in employer engagement and skills Barnettis Director of the London School of Economics (LSE) Teaching and LearningCentre. At the LSE she has collaborated with colleagues both in supporting graduateteaching assistants and encouraging innovatory Teaching approaches. She previouslyworked at the University of Southampton and has lectured on international Berthiaumeis Director of the Centre for Learning and Teaching at the Universityof Lausanne, Switzerland. His research interests include discipline-specific Teaching inhigher education, reflective practice in Teaching , and the assessment of Learning inhigher Brentonis Head of E- Learning at Queen Mary, University of London. He isparticularly interested in the social uses and effects of new media and virtual has been an author, broadcaster, critic, journalist, poet and educational Dickensis Director of the Engineering Subject Centre.