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

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Illustrations ❘ ix 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
Contributors THE EDITORS Heather Fry is the founding Head of the Centre for Educational Development at Imperial College London. After teaching and lecturing in Nigeria she worked at the Institute of Education, London, and the Barts and Royal London School of Medicine and Dentistry at Queen Mary, University of London. She teaches, researches and publishes on academic practice in higher education. Her particular passions are how teaching, curriculum organisation and manipulation of ‘context’ can support and expand learning, especially in medical and surgical education. She has also been involved in the development of several innovative programmes including a Master’s in Surgical Education and another in University Learning and Teaching. Steve Ketteridge is the first Director of Educational and Staff Development at Queen Mary, University of London. His academic career began with a university lectureship in microbiology. Subsequently he established the Postgraduate Certificate in Academic Practice at Queen Mary and has developed strategy in areas such as learning and teaching, skills and employability. He is a key reference point on supervision of doctoral students in science and engineering, and advises universities and research institutes across the UK. Recently he has been involved in international work on the development of performance indicators for university teaching. Stephanie Marshall is Director of Programmes at the Leadership Foundation for Higher Education, where she has worked since 2003, and is currently Visiting Professor at Queen 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, moving on to set up the university’s first Staff Development Office. Subsequently she became the Provost of Goodricke College, and worked in the Centre for Leadership and Management. She has published widely. ❘ x ❘
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Page 7 and 8: vi ❘ Contents 8 Teaching and lear
Page 9: Illustrations FIGURES 2.1 The Kolb
Page 13 and 14: xii ❘ Contributors David Gosling
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Page 19 and 20: Foreword It is a pleasure to write
Page 22 and 23: 1 A user’s guide Heather Fry, Ste
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Page 28 and 29: Understanding student learning ❘
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Curriculum design and development
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Lecturing to large groups ❘ 59 TH
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Lecturing to large groups ❘ 61 th
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Lecturing to large groups ❘ 63 My
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Lecturing to large groups ❘ 65 Ca
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Lecturing to large groups ❘ 67 an
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Lecturing to large groups ❘ 69 an
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Lecturing to large groups ❘ 71 St
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Teaching and learning in small grou
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7 E-learning - an introduction Sam
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E-learning - an introduction ❘ 87
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8 Teaching and learning for employa
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Teaching and learning for employabi
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9 Supporting student learning David
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Supporting student learning ❘ 115
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Assessing student learning ❘ 133
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Supervising projects and dissertati
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Supervising research students ❘ 1
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Quality, standards and enhancement
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Evaluating courses and teaching ❘
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15 Teaching in the disciplines Deni
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Teaching in the disciplines ❘ 217
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Experimental sciences ❘ 227 under
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Experimental sciences ❘ 229 for E
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Experimental sciences ❘ 231 • T
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Experimental sciences ❘ 233 ensur
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Experimental sciences ❘ 235 • m
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Experimental sciences ❘ 237 Anoth
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Experimental sciences ❘ 239 • D
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Experimental sciences ❘ 241 • s
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Experimental sciences ❘ 243 withi
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Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 247
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Engineering ❘ 265 Interrogating p
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Engineering ❘ 267 Case study 1: 2
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Engineering ❘ 269 The curriculum
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Engineering ❘ 271 assessments (qu
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Engineering ❘ 273 Case study 4: N
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Engineering ❘ 275 in a handbook,
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Engineering ❘ 277 2007c). Make su
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Engineering ❘ 279 All subject cen
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Engineering ❘ 281 Unistats (2007)
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Computing science ❘ 283 satellite
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Computing science ❘ 285 skill is
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Computing science ❘ 287 that they
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Computing science ❘ 289 Group wor
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Computing science ❘ 291 Controlli
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Computing science ❘ 293 Interroga
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Computing science ❘ 295 moderates
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Computing science ❘ 297 student b
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Computing science ❘ 299 ‘commun
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Arts, humanities and social science
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21 Key aspects of teaching and lear
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Languages ❘ 325 weaknesses. A cle
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Languages ❘ 327 INSIGHTS FROM WOR
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Languages ❘ 329 TOWARDS A COMMUNI
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Languages ❘ 331 and put them to u
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Languages ❘ 333 for different pur
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Languages ❘ 335 • Voting system
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Languages ❘ 337 prove whether tra
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Languages ❘ 339 carries much pote
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Languages ❘ 341 pronunciation, vo
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Languages ❘ 343 Coleman, J and Kl
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The visual arts ❘ 347 support stu
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The visual arts ❘ 349 submitted i
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The visual arts ❘ 351 With some p
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The visual arts ❘ 353 CASPAR coul
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The visual arts ❘ 355 of an artis
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The visual arts ❘ 357 All these t
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The visual arts ❘ 359 LOCATIONS F
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The visual arts ❘ 361 tacit knowl
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Enhancing learning in legal educati
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Accounting, business and management
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Economics ❘ 407 teaching material
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Economics ❘ 409 The other area wh
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Economics ❘ 411 software then mar
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Economics ❘ 413 of knowledge and
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Economics ❘ 415 Technology, this
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Economics ❘ 417 Interrogating pra
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Economics ❘ 419 ways of making th
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Economics ❘ 421 to contribute to
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Economics ❘ 423 International Rev
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Medicine and dentistry ❘ 425 •
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Medicine and dentistry ❘ 427 prac
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Medicine and dentistry ❘ 429 demo
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Medicine and dentistry ❘ 431 •
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Medicine and dentistry ❘ 433 The
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Medicine and dentistry ❘ 435 Inte
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Medicine and dentistry ❘ 437 (Kne
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Medicine and dentistry ❘ 439 We h
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Medicine and dentistry ❘ 441 In t
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Medicine and dentistry ❘ 443 of t
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Medicine and dentistry ❘ 445 The
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Medicine and dentistry ❘ 447 Neuf
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Nursing and midwifery ❘ 451 and l
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Nursing and midwifery ❘ 453 Super
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Nursing and midwifery ❘ 455 The a
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Nursing and midwifery ❘ 457 the a
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Nursing and midwifery ❘ 459 will
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Nursing and midwifery ❘ 461 nursi
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Nursing and midwifery ❘ 463 role
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Nursing and midwifery ❘ 465 Briti
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Part 3 Enhancing personal practice
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470 ❘ Enhancing personal practice
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Glossary This glossary provides two
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Glossary ❘ 501 spoon-fed. May als
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Glossary ❘ 503 can be paper-based
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Glossary ❘ 505 iGoogle A personal
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Glossary ❘ 507 MSN Messenger Atoo
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Glossary ❘ 509 Programme specific
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Glossary ❘ 511 Strategic approach
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Index Locators in bold refer to fig
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Index ❘ 515 routes 486-90, 495-6;
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Index ❘ 517 mathematics 266, 267;
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Index ❘ 519 Lancaster University
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Index ❘ 521 objective structured
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Index ❘ 523 Queen Mary, Universit
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Index ❘ 525 UK Professional Stand
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