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

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Engineering ❘ 281 Unistats (2007) The college and university comparison site. Available online at http:// www.unistats.co.uk/ (accessed September 2007). FURTHER READING Baillie, C and Moore, I (eds) (2004) Effective Learning and Teaching in Engineering, Abingdon: Routledge. Engineering Subject Centre (2005) Guide to Lecturing, Loughborough: Engineering Subject Centre. Engineering Subject Centre (2007d) How Can Learning and Teaching Theory Assist Engineering Academics? See above.
19 Key aspects of teaching and learning in computing science Gerry McAllister and Sylvia Alexander THE COMPUTING PROFESSION Information and computing skills are an essential component of all undergraduate programmes and the wider process of lifelong learning. In addressing the key issues of teaching and learning in computing science it is useful to have an insight into the short history of the subject in order to put it in context. Certainly no other subject community can claim that their industry or interest has had a greater impact on the everyday life of so many in the developed sector of our world. Likewise, no other subject discipline has been exposed to the rate of change that has occurred within computing science. The computing industry itself has grown dramatically since the 1940s and was initially dominated by technology which provided large number-crunching and data-processing solutions within major commercial organisations or university research departments. The evolution of the technology progressed through a phase of lesser machines called mini-computers in the 1960s and 1970s, which both economically and physically facilitated functions such as industrial control and smaller commercial administrative operations, and were within the budgets of academic research projects. Thanks largely to the development of the single microprocessor chip, today we have desktop computers on practically every desk in every office and, through the merger of the computer and communications industries, a worldwide interconnection of computers. Computing science is thus a discipline that has evolved at considerable pace, particularly throughout the second half of the past century. The impact of computers on everyday life may be commonly recognised in web browsing, electronic games and the everyday use of e-mail, spreadsheets and word processing. However, computing is now ubiquitous in every aspect of life, often invisible and thus unappreciated in the perception of the public. The mobile phone, iPod, MP 3 player, ATM machine, airline booking system, ❘ 282 ❘
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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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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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Page 256 and 257: Experimental sciences ❘ 237 Anoth
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Page 260 and 261: Experimental sciences ❘ 241 • s
Page 262 and 263: Experimental sciences ❘ 243 withi
Page 264 and 265: Experimental sciences ❘ 245 Quali
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Page 284 and 285: Engineering ❘ 265 Interrogating p
Page 286 and 287: Engineering ❘ 267 Case study 1: 2
Page 288 and 289: Engineering ❘ 269 The curriculum
Page 290 and 291: Engineering ❘ 271 assessments (qu
Page 292 and 293: Engineering ❘ 273 Case study 4: N
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Page 296 and 297: Engineering ❘ 277 2007c). Make su
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Page 308 and 309: Computing science ❘ 289 Group wor
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Page 312 and 313: Computing science ❘ 293 Interroga
Page 314 and 315: Computing science ❘ 295 moderates
Page 316 and 317: Computing science ❘ 297 student b
Page 318 and 319: Computing science ❘ 299 ‘commun
Page 320 and 321: Arts, humanities and social science
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Page 344 and 345: Languages ❘ 325 weaknesses. A cle
Page 346 and 347: Languages ❘ 327 INSIGHTS FROM WOR
Page 348 and 349: 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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22 Key aspects of teaching and lear
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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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