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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 reproduc- tion outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road 22883 Quicksilver Drive London N1 9JN Sterling VA20166–2012 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 vi l Contents 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 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 insti- tutes. 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 devel- opment, 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 viii l Contributors 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 peda- gogic 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 assess- ment 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. Contributors l ix 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, includ- ing the observation of teaching across many disciplines. Hazel is currently revisit- ing 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 educa- tion, 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

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