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

Index
❘
515
routes 486–90, 495–6; and
teaching excellence 485–96
career services 99, 101–2
Carkett, Dr Rachael 475
Carter, C 392
Cartwright, Dr Hugh 242–3
CAS (computer algebra system)
260–1
case studies 80
CASPAR 351–3
Cass, Prof Marion E 23
Cassidy, S 30, 34
CDIO Initiative 269
CensusAtSchool 259
Centre for Bioscience, website
243
Centre for Education in the Built
Environment 278
Centre for Excellence in Teaching
and Learning (CETL) 95, 189,
192, 228–9, 239–40, 243, 272,
279, 464, 493
Centre for Health Sciences and
Practice 464
certification 134
change, pace of 3
chat rooms 87, 94–5
Chelford, T 158
Chomsky, Noam 9
Choosing Health: Making Healthy
Choices Easier (DoH) 450
City University London 454,
458–9, 460–1
Clark, C 159–60
class sizes 58, 73, 90, 310–7
Cockburn, D 107
Code of Practice for Placement
Learning 233
Code of Practice on Research
Programmes 167
code of practice (QAA) 132, 134,
179
Coffey, M 478
cognitive abilities, and learning
outcomes 44–6
cognitive domain 10, 42, 123–4,
332
collaborative learning 74, 339
comfort zone, working in 253–4
commercial awareness 106
Common European Framework
326
communication, and e-learning
56
communication skills 125–6,
456–7; listening 82–3;
questioning 81–2; responding
83; and small group teaching
75; using experiential learning
17–8
communities of practice 21, 85,
122–3, 347, 432, 451
community links 4, 360
competence 16
complaints procedures 179–80
computational thinking 283
computer programming 284–6
computer-aided learning. see
CAL
computer-assisted assessment
292, 351–3, 415, 441–2
computer-based assessment
136–7
computer-based learning. see
CAL
computing science 298–9;
assessment 290, 292–6;
computational thinking 283;
curriculum 284, 297; data
structures 286; demand for
graduates 287; e-learning 287,
297–8; evolution of 282–3;
feedback 292, 296; group work
289–91; interdisciplinary
overlap 284; key skills 296;
learning environments and
resources 298; lectures 285,
288; parameter passing 285–6;
portfolios 292; QAA Subject
Benchmarking statements 283;
software industry 283; student
support mechanisms 296–7;
teaching methods 286–91;
teaching programming 284–6;
transferable skills 287;
widening participation 297–8;
work-based learning (WBL)
287
constructive alignment 12, 47–9,
135, 136, 348
constructivism 9, 9–10, 15, 21
consultancy 348
contemporary literature 303–4
contingent teaching 231
continuing professional
development 486
convergent learning style 19
Cooke, S et al 457
Cooke Report 199
Cooper, J 103
cooperative learning 74
core skills. see transferable skills
course design 22, 55–6
course evaluation 198–9; analysis
206–7; cycle 208, 209; feedback
200, 200–8, 202; focus and
timing 200; motives and
contexts 199
Course Experience Questionnaire
199
coursework 251
Cousin, G 154
Coventry University 491
Cowan, J 50
Cowley, C M 34
Cox, W 252
Creative Commons Licence 96
creativity 105
credit accumulation and transfer
(CATS). 266
credit level descriptors 46–7
critical appraisal 474, 482
critical incidents 477–8
critical reading 395–8, 397
critical thinking 104, 394–9
cross-curricular integration
392–3
cross-over groups 79
cultural diversity 129
curriculum design and
development 40, 56; and skill
development 122; arts,
humanities and social sciences
305–10; assessment and 50, 53,
54, 55, 135–6; assessment
criteria 46, 49; computing
science 284, 297; constructive
alignment 47–9; course
content 122; credit level
descriptors 46–7;
development process 50, 51;
diversification 74; and
e-learning 54–6; and
employability 107–8, 110;
engineering 265–6, 266–75;
evaluation process 56;
experimental sciences 226–7;
internationalising 130; key
skills 284; and learning 40;
and learning development
122; learning outcomes 48–9,
55; learning outcomes 41–6,
48–9, 55; legal education
364–5; level structures 309,
309–10; logical model 50–3, 52,
53; models 47–56; overload
122; and professional bodies
226–7, 284, 364–5; spiral 10;