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Learning to Teach in Higher Education
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In this article, the authors provide an overview of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education.Abstract:
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development.The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education:* Organising the content of undergraduate courses* Selecting teaching methods* Assessing student learning* Evaluating the effectivenesss of teaching.Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.read more
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Using personality type differences to form engineering design teams
TL;DR: In this paper, the authors argue for the greater use of personality type instruments such as the Myers Briggs Type Indicator (MBTI) and the Keirsey Temperament Sorter II (KTS II) when forming engineering design.
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Peer observation of teaching as a faculty development tool.
TL;DR: It is demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.
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Lecturers' everyday writing as professional practice in the university as workplace: new insights into academic identities
Mary R. Lea,Barry Stierer +1 more
Abstract: This paper reports on an investigation into the workplace writing of university lecturers as a significant element of their professional practice The research has focused on lecturers' routine, everyday writing, as opposed to their more prestigious or scholarly writing In order to gain an understanding of writing as professional practice, about 30 lecturers in three different UK universities have been interviewed, focusing on a small number of their everyday workplace documents, chosen by the participants themselves This reflected a particular perspective on written documents in the university workplace - namely, that they actually instantiate practice rather than merely carry along meaning The paper discusses some of the substantive, methodological and theoretical ideas emerging from the research It is argued that the focus on lecturers' experience of producing and working with workplace documents in specific institutional contexts suggests new ways of framing the relationship between academic practice and academic identities, as textual, communicative and situated This in turn has important implications for the way academic development is conceptualised
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A Conceptual Model of Observed Physical Literacy.
TL;DR: In this paper, the authors present a conceptual model of observed physical literacy and establish an assessment rubric on which future assessment protocols may be based, which may be applied to extend understanding of student learning within this construct.
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Personality, approaches to learning and achievement
TL;DR: This paper investigated the relationship between the five-factor model of personality, approaches to learning and academic achievement and found that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement.