A Handbook for Teaching and Learning in Higher Education 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 learning and education development will also find it a particularly useful resource. Heather Fry is the founding Head of the Centre for Educational Development at Imperial College London. Steve Ketteridge is Director of Educational and Staff Development at Queen Mary, University of London. Stephanie Marshall is Director of Programmes at the Leadership Foundation for Higher Education and is currently Visiting Professor at Queen Mary, University of London. A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice Third edition Edited by Heather Fry Steve Ketteridge Stephanie Marshall First edition published 1999 Second edition published 2003 by Routledge This edition published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor and Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2008. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2003 individual contributors; 2009 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data A handbook for teaching and learning in higher education : enhancing academic practice / [edited by] Heather Fry, Steve Ketteridge, Stephanie Marshall.–3rd ed. p. cm. Includes bibliographical references and index. 1. College teaching–Handbooks, manuals, etc. 2. College teachers. 3. Lecture method in teaching. I. Fry, Heather. II. Ketteridge, Steve. III. Marshall, Stephanie. IV. Title: Teaching and learning in higher education. LB2331.H3145 2008 378,1′25–dc22 2008009873 ISBN 0-203-89141-4 Master e-book ISBN ISBN 10: 0–415–43463–7 (hbk) ISBN 10: 0–415–43464–5 (pbk) ISBN 10: 0–203–89141–4 (ebk) ISBN 13: 978–0–415–43463–8 (hbk) ISBN 13: 978–0–415–43464–5 (pbk) ISBN 13: 978–0–203–89141–4 (ebk) Contents List of illustrations viii Notes on contributors x Acknowledgements xvii Foreword xviii Part 1 Teaching, supervising and learning in higher education 1 1 A user’s guide 3 Heather Fry, Steve Ketteridge and Stephanie Marshall 2 Understanding student learning 8 Heather Fry, Steve Ketteridge and Stephanie Marshall 3 Encouraging student motivation 27 Sherria L. Hoskins and Stephen E. Newstead 4 Planning teaching and learning: curriculum design and development 40 Lorraine Stefani 5 Lecturing to large groups 58 Ann Morton 6 Teaching and learning in small groups 72 Sandra Griffiths 7 E-learning – an introduction 85 Sam Brenton R v R vi R Contents 8 Teaching and learning for employability: knowledge is not the only outcome 99 Pauline Kneale 9 Supporting student learning 113 David Gosling 10 Assessing student learning 132 Lin Norton 11 Supervising projects and dissertations 150 Stephanie Marshall 12 Supervising research students 166 Steve Ketteridge and Morag Shiach 13 Teaching quality, standards and enhancement 186 Judy McKimm 14 Evaluating courses and teaching 198 Dai Hounsell Part 2 Teaching in the disciplines 213 15 Teaching in the disciplines 215 Denis Berthiaume 16 Key aspects of learning and teaching in experimental sciences 226 Ian Hughes and Tina Overton 17 Key aspects of teaching and learning in mathematics and statistics 246 Joe Kyle and Peter Kahn 18 Key aspects of teaching and learning in engineering 264 John Dickens and Carol Arlett 19 Key aspects of teaching and learning in computing science 282 Gerry McAllister and Sylvia Alexander 20 Key aspects of teaching and learning in arts, humanities and social sciences 300 Philip W. Martin Contents R vii 21 Key aspects of teaching and learning in languages 323 Carol Gray and John Klapper 22 Key aspects of teaching and learning in the visual arts 345 Alison Shreeve, Shân Wareing and Linda Drew 23 Key aspects of teaching and learning: enhancing learning in legal education 363 Tracey Varnava and Julian Webb 24 Key aspects of teaching and learning in accounting, business and management 382 Ursula Lucas and Peter Milford 25 Key aspects of teaching and learning in economics 405 Liz Barnett 26 Key aspects of teaching and learning in medicine and dentistry 424 Adam Feather and Heather Fry 27 Key aspects of teaching and learning in nursing and midwifery 449 Pam Parker and Della Freeth Part 3 Enhancing personal practice 467 28 Enhancing personal practice: establishing teaching and learning credentials 469 Heather Fry and Steve Ketteridge 29 Teaching excellence as a vehicle for career progression 485 Stephanie Marshall and Gus Pennington Glossary 499 Index 513 Illustrations FIGURES 2.1 The Kolb Learning Cycle 15 4.1 The logical model of curriculum development 52 4.2 A modification to Cowan’s earlier model 53 4.3 Views of the curriculum 54 11.1 Supervisor–supervisee relationship in project supervision 153 14.1 Sources and methods of feedback 202 14.2 The evaluation cycle 208 15.1 Model of discipline-specific pedagogical knowledge (DPK) for university teaching 219 24.1 The ‘for–about’ spectrum in business education 384 24.2 Shifting the focus along the ‘for–about’ spectrum 391 26.1 PBL at St George’s 430 TABLES 2.1 Learning styles 19 2.2 Classification of academic knowledge 20 3.1 Reasons for studying 28 3.2 Percentage of students agreeing with questions on the ASSIST scale 32 3.3 Motivational generalisations and design principles 35–36 4.1 The University of Auckland: graduate profile 42 5.1 Emphasising the structure of lectures using signals and clues 62 7.1 Hypothetical teaching situations and possible e-learning responses 89–90 9.1 Questions students ask themselves 118 10.1 Characteristics of grades A, B and C 140 12.1 University of East Anglia: full-time research degrees 168 R viii R Illustrations R ix 12.2 Doctoral qualifications obtained in the UK, 2001 to 2005 170 15.1 Dimensions associated with components of the knowledge base for teaching 219–221 15.2 Dimensions associated with components of disciplinary specificity 221 15.3 Dimensions associated with components of the personal epistemology 222 23.1 Skills and cognitive levels assessed by law coursework and examinations 376 24.1 A critical reading framework for empirical academic papers 397 28.1A The UK Professional Standards Framework 470 28.1B Areas of activity, knowledge and values within the Framework 471 Contributors THE EDITORS Heather Fry is the founding 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 the Barts and Royal London School of Medicine and Dentistry at Queen Mary, University of London. She teaches, researches and publishes on academic practice in higher education. Her particular passions are how teaching, curriculum organisation and manipulation of ‘context’ can support and expand learning, especially in medical and surgical education. She has also been involved in the development of several innovative programmes including a Master’s in Surgical Education and another in University Learning and Teaching. Steve Ketteridge is the first Director of Educational and Staff Development at Queen Mary, University of London. His academic career began with a university lectureship in microbiology. Subsequently he established the Postgraduate Certificate in Academic Practice at Queen Mary and has developed strategy in areas such as learning and teaching, skills and employability. He is a key reference point on supervision of doctoral students in science and engineering, and advises universities and research institutes across the UK. Recently he has been involved in international work on the development of performance indicators for university teaching. Stephanie Marshall is Director of Programmes at the Leadership Foundation for Higher Education, where she has worked since 2003, and is currently Visiting Professor at Queen Mary, University of London. Prior to this, she worked at the University of York, where she taught and researched in the Department of Educational Studies, moving on to set up the university’s first Staff Development Office. Subsequently she became the Provost of Goodricke College, and worked in the Centre for Leadership and Management. She has published widely. R x R Contributors R xi THE AUTHORS Sylvia Alexander is Director of Access and Distributed Learning at the University of Ulster.