The increasing demands for teaching excellence in higher education have led to new academics needing induction into what it is to teach and how students learn. In the United Kingdom in particular, the creation of the Institute for Learning and Teaching (ILT) has increased the pressure on universities to provide and deliver courses that meet the demands and recommendations of the ILT within the domain of teaching and learning.
This book addresses the problem of how best to evaluate and improve the standard of higher education teaching in a climate of accountability and appraisal. It links educational theory and the practical realities of teaching in an entirely new way. Designed for the use of practising lecturers, it argues that becoming a good teacher in higher education involves listening to one’s students and changing one’s understanding of teaching.
What are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women's development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women's educational achievement?
The writing projects introduced in Teaching Academic Writing in European Higher Education have been pioneering as their country's first endeavors towards a research-based teaching of academic writing. They serve as guiding examples for educators and administrators of European universities that are interested in starting and developing writing programs or writing centers themselves. The structure of this book reflects the specific needs for and demands from writing instruction in certain stages of transition from school to university, from graduate to post graduate and to professional training.
Textbook reviews the traditional branches of applied psychology and addresses such issues as training, future trends, and developments within each branch. Also discusses the role of research and evidence-based practice and trends in higher education. Includes chapter summaries and questions for reflections.
The increasing demands for teaching excellence in higher education have led to new academics needing induction into what it is to teach and how students learn. In the United Kingdom in particular, the creation of the Institute for Learning and Teaching (ILT) has increased the pressure on universities to provide and deliver courses that meet the demands and recommendations of the ILT within the domain of teaching and learning.
