A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research and scholarship, and academic management. Against these contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, this fully updated and expanded edition includes new material on, for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.Part 1 examines teaching and supervising in higher education, focusing on a range of approaches and contexts.Part 2 examines teaching in discipline-specific areas and includes new chapters on engineering, economics, law, and the creative and performing arts.Part 3 considers approaches to demonstrating and enhancing practice.Written to support the excellence in teaching required to bring about learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult
Despite national requirements for accredited teaching qualifications to promote understanding of 'how students learn, both generally and in the subject ' (HEA, 2006), there is a lack of literature internationally on disciplinary differences in student learning in higher education. Academics at a UK research intensive university were asked to report on the existence of literature or folkloric knowledge concerned with how students learnt in their subject. No relevant literature or folklore were identified but responses did demonstrate a discourse in which the academics constructed their discipline as 'better' than other disciplines: the finding with which the present paper is concerned. The discourse of the distinctiveness and superiority of ones own discipline can be understood as a form of 'Orientalism'. A postcolonial analysis of the discourse of disciplinary relationships offers a partial explanation for challenges made to the validity of cross-university activities, such as postgraduate certificates in learning and teaching.
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