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The scholarship of academic development

Auteur(s): Heather Eggins et Ranald Macdonald

 In recent times academic development has moved from the margins to the mainstream of higher education institutions. This book address the concept and nature of academic development and examines research into and within the field. It shows how academic development might be distinguished from and overlap with ‘educational development’ and ‘staff development’, and how it encompasses those activities concerned with developing learning and teaching in higher education at individual, departmental, faculty, institutional and even at national/international levels.

The scholarship of academic development address key questions :
- What is academic development and how is it part of scholarly academic practice?
- What are its roles and functions?
- How can research be carried out into; and used in, academic development?

The contributors to this volume represent a broad church of experience, roles and approaches to academic development, and to theorizing, researching and practising in this field. They have provided a significant resource to academic developers, to scholars of higher education practice, to higher education managers and policy-makers.

Teaching and Learning in Higher Education

Auteur(s): Heather Fry, Steve Ketterridge et Stéphanie Marshall

 A handbook for teaching and Learning in higher Education is sensitive to the competing demand 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 learning and education development will also find it a particularly useful resource.

Learning to think

Auteur(s): Janet Gail Donald

 In colleges and universities, there is increasing demand to help students learn how to conceptualize, analyze, and reason. This book presents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Janet Donald – a leading researcher in the field of postsecondary teaching and learning – presents a framework for learning that goes beyond the acquisition of knowledge to encompass ways of constructing and utilizing it within and across disciplines. The author discusses how learning occurs in different academic disciplines and reveals how educators can improve the teaching and learning process in their classrooms and programs.

The University and its disciplines

Auteur(s): Carolin Kreber

 University teaching and learning take place within ever more specialized disciplinary setting, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspect of teaching, learning and assessment. It explores critical questions, such as :

• What are the ways of thinking and practicing characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities?
• Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure?
• To what extent do the disciplines prepare students fir the complexities and uncertainties that characterize their later professional, civic and personal lives?

Written for university teachers, educational developers as well as new and experience researchers of higher education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, Us and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succed academically and also post-graduation.

McKeachie's teaching tips

Auteur(s): Marilla Svinicki et Wilbert J. McKeachie

 Thank you for choosing a Cengage Learning Internationale Edition. Cengage Learning’s mission is to shape the future of global learning by delivering consistently better learning solutions for students, instructors, and institutions worldwide.
This textbook is the result of an innovative and collaborative global development process designed to engage students and deliver content and cases with global relevance.

Understanding learning and teaching

Auteur(s): Michael Prosser et Keith Trigwell

 How can university teachers improve the quality of student learning? Proser and Trigwell argue that the answer lies in determining how students perceive their unique learning situations. In doing so they draw upon the considerable body of educational research into student learning in higher education which has been developed and published over the past three decades; and they enable university teachers to research and improve their own teaching..
This book outlines the key

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