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This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:
• What is meant by the scholarship of teaching and learning in higher education?
• What is the purpose of higher education?
• Are lecturers really 'students' on these ...
This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:
• What is meant by the scholarship of teaching and learning in higher education?
• What is the purpose of higher education?
• Are lecturers really 'students' on these ...
Additional Info:
This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:
• What is meant by the scholarship of teaching and learning in higher education?
• What is the purpose of higher education?
• Are lecturers really 'students' on these courses?
• How do you do 'reflective' writing?
• What do we do with all this theory and jargon?
• What does CPD in this area involve?
• How do you do 'research' on teaching and learning?
This book does not treat each element of the curriculum separately – course design, assessment, evaluation of teaching etc. – since that approach has been well handled by others. Instead, like other books in the series, it addresses elements of the curriculum in an integrated way, thereby educating the reader in how to approach a range of higher education related issues.
This book provides a scholarly introduction to the literature on these questions. Like other books in the series, it offers a concise treatment of complex questions. It also provides directions for future study. (From the Publisher)
Table Of Content:
List of contributors
Introduction (Rowena Murray)
ch. 1 The scholarship of teaching and learning in higher education: an overview (Marian McCarthy)
ch. 2 What's learning for? Interrogating the scholarship of teaching and learning (Ian Finlay)
ch. 3 Lecturers as students-in a 'meaningful sense' (Christine Sinclair)
ch. 4 Learning to write about teaching: understanding the writing demands of lecturer development programmes in higher education (Barry Stierer)
ch. 5 Resources on higher education teaching and learning (Helen Fallon)
ch. 6 Starting with the discipline (Jacqueline Potter)
ch. 7 Beyond common sense: a practitioner's perspective (Matthew Alexander)
ch. 8 Evaluating teaching and learning: enhancing the scholarship of teaching by asking students what they are learning (Diana Kelly)
ch. 9 Reconsidering scholarship reconsidered (Glynis Cousin)
ch. 10 Doing small-scale qualitative research on educational innovation (Sarah Skerratt)
ch. 11 Doing small-scale quantitative research on educational innovation (Ruth Lowry)
ch. 12 Combining qualitative and quantitative: mixed-methods in small-scale research (Sarah Skerratt)
ch. 13 Writing for publication about teaching and learning in higher education (Rowena Murray)
Bibliography
Index
This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:
• What is meant by the scholarship of teaching and learning in higher education?
• What is the purpose of higher education?
• Are lecturers really 'students' on these courses?
• How do you do 'reflective' writing?
• What do we do with all this theory and jargon?
• What does CPD in this area involve?
• How do you do 'research' on teaching and learning?
This book does not treat each element of the curriculum separately – course design, assessment, evaluation of teaching etc. – since that approach has been well handled by others. Instead, like other books in the series, it addresses elements of the curriculum in an integrated way, thereby educating the reader in how to approach a range of higher education related issues.
This book provides a scholarly introduction to the literature on these questions. Like other books in the series, it offers a concise treatment of complex questions. It also provides directions for future study. (From the Publisher)
Table Of Content:
List of contributors
Introduction (Rowena Murray)
ch. 1 The scholarship of teaching and learning in higher education: an overview (Marian McCarthy)
ch. 2 What's learning for? Interrogating the scholarship of teaching and learning (Ian Finlay)
ch. 3 Lecturers as students-in a 'meaningful sense' (Christine Sinclair)
ch. 4 Learning to write about teaching: understanding the writing demands of lecturer development programmes in higher education (Barry Stierer)
ch. 5 Resources on higher education teaching and learning (Helen Fallon)
ch. 6 Starting with the discipline (Jacqueline Potter)
ch. 7 Beyond common sense: a practitioner's perspective (Matthew Alexander)
ch. 8 Evaluating teaching and learning: enhancing the scholarship of teaching by asking students what they are learning (Diana Kelly)
ch. 9 Reconsidering scholarship reconsidered (Glynis Cousin)
ch. 10 Doing small-scale qualitative research on educational innovation (Sarah Skerratt)
ch. 11 Doing small-scale quantitative research on educational innovation (Ruth Lowry)
ch. 12 Combining qualitative and quantitative: mixed-methods in small-scale research (Sarah Skerratt)
ch. 13 Writing for publication about teaching and learning in higher education (Rowena Murray)
Bibliography
Index