by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Expectations around success in academia vary, and early career academics often receive conflicting messages about what they should concentrate on to achieve promotion or tenure. Taking a social constructionist approach, this paper considers the constructs of objective and subjective career success in academia and shares the perspectives of early career academics in three countries in relation to these narratives. Key findings are that objective career success in academia dominates the literature but remains ill-defined in the minds of the early career academics to whom the measures are applied, and that subjective career success in academia needs both more research attention and more consideration in promotion, tenure, and workload deliberations and policies.

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Constructions of success in academia: an early career perspective

This article identifies factors that have contributed to the challenges associated with the practice and research of fostering transformative learning (TL), by drawing on the work by Rachal and others in reviewing the study of andragogy—theory, research, and practice. Implications are also discussed of how scholars of TL can best respond to the challenges identified.

Researching the Practice of Fostering Transformative Learning: Lessons Learned From the Study of Andragogy.

Teaching on Solid Ground: Using Scholarship to Improve Practice

Increasing numbers of ‘teaching-only’ staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engage in scholarly activity as part of their conditions of employment. For many this scholarly activity equates to the Scholarship of Teaching and Learning (SoTL). In an attempt to support this growing body of staff in their engagement with SoTL, a year-long Learning Community (LC) was formed. This paper outlines the activities of the LC and presents the outcomes of a collaborative project to explore its members' experiences. We describe the developmental process of LC membership and consider the parallels between our findings and theories of social capital and transformative learning. We conclude with a consideration of how LCs might be used as an engaging form of academic staff development.

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From anxiety to empowerment: a learning community of university teachers

The understanding of Scholarship of Teaching and Learning (SoTL) has raised debate amongst many academics employed in Higher Education (HE). One way of exploring the issues surrounding SoTL in academic institutions has been through the establishment of learning communities (LCs). Very popular in HE establishments within the United States of America, LCs allow a comfortable environment in which academic staff may explore ways to develop professional scholarship in relation to individual disciplines. This can be achieved through sharing of ideas and fostering a multidisciplinary approach to SoTL by establishing contact with other academics who may not otherwise have the chance to meet. This paper examines the experience of exploring SoTL at the start of a newly formed LC that is composed of a relatively new breed of academic staff, entitled ‘University Teachers’ (UTs), at the University of Glasgow, Scotland. This LC, believed to be one of the first in existence in HE in the UK, will allow a diverse group of academics to explore SoTL in a community environment. This article explores the issues arising in the establishment of the newly formed LC, as well as raising the question of the potential impact of the LC on university policy for SoTL and UTs.

The scholarship of teaching and learning: a university teacher learning community’s work in progress

It has been recognised for some time by Science and Engineering departments that students are entering Higher Education ill-equipped in terms of their mathematical skills, despite having in many cases, attained good grades at Higher/A level (The Engineering Council 2000; Fry, Ketteridge & Marshall 1999; Score Education 2009). In an attempt, therefore, to ensure that all students progressing on to Chemistry degrees are equally prepared (in terms of ability and confidence) to attempt the more mathematical aspects of our courses, the School of Chemistry has over recent years been sequentially introducing   mathematics support into the curriculum.   As part of the School’s ongoing mathematical support provision, the aim of this project was two-fold: 1)    to assess the popularity and effectiveness of tailored maths support sessions and  2)    in relation to the teaching of mathematical concepts to science students, collate examples of existing appropriate open educational resources to provide additional support to facilitate student learning such as RSC Discover Maths for Chemistry and Math Centre (Royal Society of Chemistry; MathCentre 2016).  A pilot project has been carried out during the academic year 2015-2016, where support sessions were delivered in tutorial format by the Maths Adviser. Although the sessions were open to all 3 rd  year students studying on chemistry degree programmes, the expectation was that they would mainly be attended by students with little formal mathematics training and those who are less confident about their abilities. Keywords:  Chemistry, Mathematics, Student Support, Maths Support

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Maths Advice and Revision for Chemistry (MARC)

The understanding of Scholarship of Teaching and Learning (SoTL) has raised debate amongst many academics employed in Higher Education (HE). One way of exploring the issues surrounding SoTL in academic institutions has been through the establishment of learning communities (LCs). Very popular in HE establishments within the United States of America, LCs allow a comfortable environment in which academic staff may explore ways to develop professional scholarship in relation to individual disciplines. This can be achieved through sharing of ideas and fostering a multidisciplinary approach to SoTL by establishing contact with other academics who may not otherwise have the chance to meet. 

This paper examines the experience of exploring SoTL at the start of a newly formed LC that is composed of a relatively new breed of academic staff, entitled ‘University Teachers’ (UTs), at the University of Glasgow, Scotland. This LC, believed to be one of the first in existence in HE in the UK, will allow a diverse group of academics to explore SoTL in a community environment. This article explores the issues arising in the establishment of the newly formed LC, as well as raising the question of the potential impact of the LC on university policy for SoTL and UTs.

University of Glasgow University Teachers' Learning Community –

The diverse range of backgrounds that students bring to university has many advantages, but also some challenges such as a wide range of mathematical experience and ability. A particular issue identified by staff teaching mathematics to the Science Fundamentals cohort was lack of engagement due to the material presented being too easy or too difficult, with the main concerns directed towards students who are weak at mathematics and others who lack some of the basic skills necessary for a successful undergraduate experience at Glasgow.Our experience from the Science Fundamentals course is that traditional lectures are a poor way to motivate the weaker students and the more collaborative models of teaching such as online and blended learning may be more appropriate. Following a two-year project, a suite of online resources was developed to supplement course material; students completed a ‘Mathematics Confidence Test’ to determine the level of support required and the number of mathematics lectures was cut down and replaced with tutorials aimed at the weaker students.We will discuss our experiences of running this project, reflect on feedback and discuss further plans for supporting the Science Fundamentals cohort in subsequent years.

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Beth Paschke

Papers

From anxiety to empowerment: a learning community of university teachers

The scholarship of teaching and learning: a university teacher learning community’s work in progress

Maths Advice and Revision for Chemistry (MARC)

University of Glasgow University Teachers' Learning Community –

Mathematics support for science: a reflection of a blended and online development project