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A handbook for teaching & learning in higher education
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A HANDBOOK FOR
TEACHING &
LEARNING IN
HIGHER EDUCATION
SECOND EDITION
HEATHER FRY,
STEVE KETTERIDGE and
STEPHANIE MARSHALL
Kogan Page
A HANDBOOK FOR
TEACHING & LEARNING
IN HIGHER EDUCATION
A HANDBOOK FOR
TEACHING & LEARNING
IN HIGHER EDUCATION
SECOND EDITION
Edited by
HEATHER FRY, STEVE KETTERIDGE and
STEPHANIE MARSHALL
First edition published in Great Britain in 1999
Second edition published in Great Britain and the United States in 2003 by Kogan Page
Limited
Apart from any fair dealing for the purposes of research or private study, or criticism or
review, as permitted under the Copyright, Designs and Patents Act 1988, this publication
may only be reproduced, stored or transmitted, in any form or by any means, with the
prior permission in writing of the publishers, or in the case of reprographic reproduction in
accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses:
120 Pentonville Road 22883 Quicksilver Drive
London N1 9JN Sterling VA 20166–2012
UK USA
www.kogan-page.co.uk
© Individual contributors, 2003
The right of the individual contributors to be identified as the authors of this work has
been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
British Library Cataloguing in Publication Data
A CIP record for this book is available from the British Library.
ISBN 0 7494 3877 0 (hardback)
0 7494 3799 5 (paperback)
Typeset by Saxon Graphics Ltd, Derby
Printed and bound in Great Britain by Bell & Bain Limited, Glasgow
Contents
Contributors vii
Acknowledgements xiii
1 A user’s guide 1
Heather Fry, Steve Ketteridge and Stephanie Marshall
Part 1 Development of practice 7
2 Understanding student learning 9
Heather Fry, Steve Ketteridge and Stephanie Marshall
3 Organizing teaching and learning: outcomes-based planning 26
Vaneeta-marie D’Andrea
4 Principles of student assessment 42
Richard Wakeford
5 Encouraging student motivation 62
Stephen E Newstead and Sherria Hoskins
6 Lecturing for learning 75
Jennifer Horgan
7 Teaching and learning in small groups 91
Sandra Griffiths
8 Supervising projects and dissertations 105
Stephanie Marshall
9 Teaching and learning for student skills development 121
Stephen Fallows
10 Supporting learning from experience 134
Liz Beaty
11 Virtual space, real learning: an introduction to VLEs 148
John Pettit and Robin Mason
12 Supporting student learning 162
David Gosling
13 Assuring quality and standards in teaching 182
Judy McKimm
14 The evaluation of teaching 200
Dai Hounsell
v
Part 2 Development of the academic for teaching and learning 213
15 Reflective practice 215
Margot Brown, Heather Fry and Stephanie Marshall
16 Observation of teaching 226
Hazel Fullerton
17 Teaching portfolios 242
Heather Fry and Steve Ketteridge
Part 3 Working in discipline-specific areas 253
18 Key aspects of teaching and learning in experimental sciences
and engineering 255
Tina Overton
19 Key aspects of teaching and learning in information and
computer sciences 278
Gerry McAllister and Sylvia Alexander
20 Key aspects of teaching and learning in arts, humanities
and social sciences 301
Philip W Martin
21 Key aspects of teaching and learning in nursing and midwifery 324
Della Freeth and Pam Parker
22 Key aspects of teaching and learning in languages 344
Carol Gray and John Klapper
23 Key aspects of teaching and learning in medicine and dentistry 366
Adam Feather and Heather Fry
24 Key aspects of teaching and learning in accounting, business and
management 391
Ursula Lucas and Peter Milford
25 Key aspects of teaching and learning in mathematics and statistics 413
Joe Kyle
Glossary 432
Index 441
vi l Contents
Contributors
THE EDITORS
Heather Fry is Head of the Centre for Educational Development at Imperial
College London. After teaching and lecturing in Nigeria she worked at the
Institute of Education, London, and at St Bartholomew’s and Royal London
School of Medicine and Dentistry, Queen Mary’s. She teaches, publishes and
researches on a range of aspects of pedagogy and educational development in
university and professional settings, especially in relation to medicine and
dentistry. Recent research and publications focus on learning through clinical
simulation, using technology with campus-based students, and progress files. She
is joint editor with Steve Ketteridge and Stephanie Marshall of The Effective
Academic: A Handbook for Enhanced Practice, Kogan Page (2002).
Steve Ketteridge is Director of Educational and Staff Development at Queen
Mary, University of London where he was formerly a lecturer in microbiology. He
has extensive experience of teaching at undergraduate and Masters levels,
working with students from across the life sciences and civil engineering. His
main interest is in the development of academic practice and he has worked with
research staff and students in many research-led universities and research institutes. More recently his interests have extended into academic management and
leadership. He is joint editor with Stephanie Marshall and Heather Fry of The
Effective Academic: A Handbook for Enhanced Practice, Kogan Page (2002).
Stephanie Marshall is Director of Staff Development and Provost of Goodricke
College at the University of York. Her latter role has led to an active interest in
supporting students who are ‘let loose’ on project and dissertation research,
requiring an outside facilitator to assist them in project management skills. Prior
to her current post, she was a lecturer in Educational Studies. Since then, she has
retained an active interest in both educational, leadership and management development, teaching, publishing and researching on various aspects of the pedagogy
of both higher education and management development. She is joint editor with
Steve Ketteridge and Heather Fry of The Effective Academic: A Handbook for
Enhanced Practice, Kogan Page (2002).
vii
THE AUTHORS
Professor Liz Beaty is Director of Learning and Teaching at the Higher Education
Funding Council for England. She was formerly Head of Learning Development
at Coventry University, responsible for courses for teaching staff and for projects
developing new approaches to teaching and higher education research.
Margot Brown is National Co-ordinator at the Centre for Global Education, York
St John. She has worked with teachers and student teachers in developing global
perspectives and active learning strategies for use in classroom and college
courses.
Sylvia Alexander is a lecturer in Informatics at the University of Ulster. Her
research interests are in the area of computer science education, particularly pedagogic and technological innovation. In 2002 she completed her PGCUT
(Certificate in University Teaching) by APEL.
Professor Vaneeta D’Andrea is Co-Director of the HEFCE Teaching Quality
Enhancement Fund, National Co-ordination Team and Director of Educational
Development Centre at City University, London. She has published and consulted
globally on professional development programmes on teaching/learning in
higher education.
Stephen Fallows is Research Co-ordinator for the Centre for Exercise and
Nutrition Science at Chester College of Higher Education. He returned to his
initial academic discipline (nutrition science) in 2001 after almost 10 years’ work
in educational development at the University of Luton. He is co-editor (with
Christine Steven) of Integrating Key Skills in Higher Education, also published by
Kogan Page.
Adam Feather is a Consultant Physician in Medicine for the Elderly at Newham
General Hospital. He is also a lecturer in medical education at St George’s
Hospital Medical School and has written several medical undergraduate assessment text books.
Della Freeth is Reader in Education for Health Care Practice in the St
Bartholomew School of Nursing and Midwifery, City University, London. Her
main interests are in interprofessional learning, learning through simulated
professional practice and means of supporting evidence-informed practice.
viii l Contributors
Hazel Fullerton was formerly Head of Educational Development Services at the
University of Plymouth and co-chair of the Staff and Educational Development
Association. She has wide experience of supporting teaching and learning, including the observation of teaching across many disciplines. Hazel is currently revisiting her former career as an artist in South West England.
David Gosling is Co-Director of the National Co-ordination Team for Teaching
Quality Enhancement at the Centre for Higher Education Practice at the Open
University. His research interests include philosophical approaches to educational
development and the management of change in higher education.
Carol Gray is Lecturer in Modern Languages in Education, University of
Birmingham. She is involved in the development of initial and in-service training
for modern languages and publishes on a range of related topics.
Sandra Griffiths is Director of the Educational Development Unit at the
University of Ulster. With a background in teaching in several sectors of education, she has been much involved in developing and teaching on a postgraduate
certificate for university teachers.
Jennifer Horgan is Student Services Manager with the Open University in Wales
where she has responsibility for the provision of generic Associate Lecturer
Support and Development. She was previously Director of Staff Development at
the University of Wales, Aberystwyth and has taught across many sectors of
education, including providing initial teacher training for science teachers.
Dr Sherria Hoskins is a Senior Lecturer in Psychology at the University of
Portsmouth. Her research interests include qualitative and quantitative differences in student motivation, with a specific interest in the impact of the learning
environment.
Professor Dai Hounsell is Professor of Higher Education at the University of
Edinburgh and previously Director of the Centre of Teaching, Learning and
Assessment at that University. He publishes and advises widely on teaching and
learning matters and is an editor of the international journal Higher Education.
Professor John Klapper is Director of the Centre for Modern Languages,
University of Birmingham. He has published materials for the teaching of
German and Russian and has written on various aspects of foreign language
pedagogy and teacher development.
Contributors l ix
Joseph Kyle is Senior Lecturer and Director of Learning and Teaching in the
School of Mathematics and Statistics at Birmingham University; Mathematics coordinator for the LTSN Mathematics, Statistics & Operational Research Network,
and an editor for Teaching Mathematics and its Applications.
Ursula Lucas is Principal Lecturer at the Bristol Business School, University of the
West of England. Her research interests are in higher education and learning in the
professional workplace. In 2001 she was awarded an ILT National Teaching
Fellowship.
Professor Philip Martin is Director of the Learning and Teaching Support
Network (LTSN) English Subject Centre, at Royal Holloway. He has a particular
interest in the development of interdisciplinary work, and is an editor of the interdisciplinary journal Literature & History.
Robin Mason is Professor of Educational Technology in The Open University’s
Institute for Educational Technology and chairs a module in the MA in Open and
Distance Education, called Learning in the Connected Economy (in joint development with Cambridge University). She also contributes to the development of the
UK e-University and writes extensively about educational technology.
Gerry McAllister is Director of the National LTSN Centre for Information and
Computer Sciences at the University of Ulster. His research interests include new
methods of detection and correction for Hearing Acuity and the use of Technology
in Teaching and Assessment.
Judy McKimm is Head of Curriculum Development at Imperial College School of
Medicine. She manages a number of overseas and UK-based projects concerning
health management, staff development and quality management. She is an
accreditor for the ILT and was a medicine subject reviewer for the QAA and Welsh
Funding Council.
Peter Milford is Head of the School of Accounting and Finance at Bristol Business
School, University of the West of England. His teaching specialism is financial
management and his research interests include accountability and control in the
public sector. He has consultancy experience in the pharmaceutical industry and
the health sector.
Professor Stephen Newstead is Dean of the Faculty of Human Sciences at the
University of Plymouth and was President of the British Psychological Society
during 1995 and 1996. His research interests include the psychology of assessment
and learning in higher education.
x l Contributors
Tina Overton is a Senior Lecturer in Chemistry at the University of Hull and the
Director of the LTSN Subject Centre for Physical Sciences. She is interested in all
aspects of chemical education, particularly critical thinking, problem solving and
problem-based learning.
Pam Parker is Senior Lecturer: Educational Developments in the St Bartholomew
School of Nursing and Midwifery, City University, London. Her main interests are
in the assessment of clinical practice and interprofessional education.
John Pettit is a lecturer in The Open University’s Institute of Educational
Technology. He is chair of an online module in IET’s MA in Open and Distance
Education, and is also chairing a team providing staff development in online
teaching/learning.
Richard Wakeford is the University Staff Development Officer at the University
of Cambridge. He is an experienced researcher, teacher and presenter, having
worked in the fields of education and medicine, and he now runs staff development activities on student assessment, selection, and teaching and learning. He is
best known for his work and publications in the fields of the assessment of
medical competence and in medical education generally.
Case study authors
Dr Claire Adjiman, Chemical Engineering, Imperial College London
Dr Pat Bailey, Chemistry, University of Manchester Institute of Science and
Technology
Dr Mike Beeby, Bristol Business School, University of the West of England
Dr Simon Belt, Environmental Sciences, University of Plymouth
Dr Charles Booth, Bristol Business School, University of the West of England
Sam Brenton, Educational and Staff Development, Queen Mary, University of
London
Irene Brightmer, University of Derby
Dr Liz Burd, Computer Science, University of Durham
Nick Byrne, Director, Language Centre, London School of Economics
Dr Hugh Cartwright, Chemistry, University of Oxford
Dr Elizabeth Davenport, St Bartholomew’s and the London School of Medicine
and Dentistry, Queen Mary’s
Dr Louise Grisoni, Bristol Business School, University of the West of England
Dr Jane Harrington, Bristol Business School, University of the West of England
Professor Lee Harvey, University of Central England, Birmingham
Dr Beverley Hopping, School of Engineering, University of Manchester
Contributors l xi
Dr Siobhan Holland, English Subject Centre LTSN, Royal Holloway, University
of London
Dr Desmond Hunter, Music, University of Ulster
Professor Reg Jordan, Director of LTSN-01, University of Newcastle
Dr Mike Joy, Computer Science, University of Warwick
George MacDonald Ross, Philosophy, University of Leeds
Dr Jean McPherson, School of Medicine, University of Newcastle, Australia
Caroline Mills, Geography, University of Gloucestershire
Dr Peter Morgan, Management Centre, University of Bradford
Dr Ailsa Nicholson, LTSN for Business, Management and Accountancy,
University of East Anglia
Professor Gus Pennington, Education and Management Development consultant
Derek Raine, Physics, University of Leicester
Dr Mark Ratcliffe, Computer Science, University of Wales, Aberystwyth
Dr Frank Rennie, Development Director of the University of the Highlands and
Islands
Dr Patricia Reynolds, GKT Dental Institute, King’s College London
Peter Washer, Educational and Staff Development, Queen Mary, University of
London
Penny White, South Bank University
xii l Contributors
Acknowledgements
The editors wish to acknowledge all those who have assisted in the production of
this book. We are especially grateful to our team of expert contributing authors
and those who have supplied the case studies that enrich the text.
The encouragement and support of Professor Gus Pennington is also warmly
acknowledged by the editors.
Finally, we thank Jonathan Simpson from Kogan Page for his help in the
management of this project.
Heather Fry
Steve Ketteridge
Stephanie Marshall
xiii