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

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Evaluating courses and teaching ❘ 203 Case study 1: Queensland University of Technology First-year experience survey The extract below is taken from Section C of the questionnaire, which focuses particularly on students’ academic experiences. Other sections of the questionnaire relate to students’ wider experiences of university life and their interactions with staff and with their fellow-students.
204 ❘ Teaching, supervising, learning Questionnaires can also have their downsides. Overenthusiastic canvassing of student opinion in some universities has led to ‘questionnaire fatigue’, while among staff there has been a growing awareness of the considerable time and expertise needed, not only to design questionnaires which are salient and to the point, but also to process and analyse the resulting data. Happily, there is a growing range of alternative approaches to gathering feedback (e.g. Harvey, 1998; Morss and Murray, 2005; Kahn and Walsh, 2006). These include: • ‘instant’ questionnaires, ‘one-minute’ papers (Stead, 2005) and pro formas, many of which side-step questionnaire fatigue by combining brevity with opportunities for student comment; • focus groups, student panels and structured group discussion, which can offer students more informal and relatively open-ended ways of pooling thoughts and reactions; • web-based discussion boards on which students post their comments and queries for open display.
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A Handbook for Teaching and Learnin
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First edition published 1999 Second
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vi ❘ Contents 8 Teaching and lear
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Illustrations FIGURES 2.1 The Kolb
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Contributors THE EDITORS Heather Fr
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xii ❘ Contributors David Gosling
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xiv ❘ Contributors Tina Overton i
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xvi ❘ Contributors Chris Lawn, Qu
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Foreword It is a pleasure to write
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1 A user’s guide Heather Fry, Ste
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A user’s guide ❘ 5 The book has
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A user’s guide ❘ 7 IN CONCLUSIO
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Understanding student learning ❘
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3 Encouraging student motivation Sh
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Encouraging student motivation ❘
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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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Page 234 and 235: 15 Teaching in the disciplines Deni
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Page 246 and 247: Experimental sciences ❘ 227 under
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Page 262 and 263: Experimental sciences ❘ 243 withi
Page 264 and 265: Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 253
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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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