Selected reading on Higher Education, student learning, and teaching practice in the UK.
Higher Education – General
Becher, T. and Prowler, P. (2001) Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Buckingham, UK: Society for Research into Higher Education & OU Press.
“Fundamental changes in the nature of higher education and in the academic's role are reviewed and their significance for academic cultures is assessed. This edition examines academic cultures in lower status institutions internationally and places emphasis on issues of gender and ethnicity.”
Cowan, J. (1998) On Becoming an Innovative University Teacher: Reflection in Action. Buckingham, UK: Society for Research into Higher Education & OU Press.
“An exploration of what "reflection" means and what it might offer in education, along with ideas and examples of reflection in action and the contribution to teaching development. Includes a useful chapter on how you can evaluate teaching innovations.”
Knight, P. T. (2002) Being a Teacher in Higher Education. Buckingham, UK: Society for Research into Higher Education & OU Press.
“This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling.”
Learning & Teaching
Biggs, J. (2003) Teaching for Quality Learning at University (2nd edition). Buckingham, UK: Society for Research into Higher Education & OU Press.
“This is a very readable jargon-free text that starts with a perspective that encompasses the whole student learning experience, before focussing in more closely on techniques. The practical advice offered is set within a conceptual framework that should make it easier for readers to decide which techniques might be of use to them in which context.”
Bligh, D.A. (2001) What's the Use of Lectures? (5th edition) Exeter: Intellect
"A comprehensive guide to the uses and possible abuses of the lecture method. Supported by copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Written in an accessible and helpful style, What's the Use of Lectures? should be required reading for all college teachers who use this method."--Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota"
Exley, K. and Dennick, R (2004) Small group teaching: tutorials, seminars and beyond. Key Guides for Effective Teaching in Higher Education Series. London: RoutledgeFalmer
“Why do small group teaching styles need to be so different to those used in tutorials and lectures? How will my teaching style need to adapt? This indispensable guide for new university or college teachers brings together straightforward and practical advice on small group teaching as well as examples of practice across disciplines and a sprinkling of sound educational theory.”
Exley, K. and Dennick, R (2004) Giving a lecture: from presenting to teaching. Key Guides for Effective Teaching in Higher Education Series. London: RoutledgeFalmer
“This handy guide uses a multi-disciplinary approach, based on sound educational theory, in order to give straightforward and practical advice to the new and practising university or college teacher.”
Fry, H., Ketteridge, S. and Marshall, S. (eds) (2003) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. (2nd edition) Glasgow: Kogan Page.
“The combination of wide ranging, accessible and authoritative guidance and advice, with case studies, vignettes and a real understanding for the needs of those working in HE today, makes it an essential book for many.”
Gibbs, G. and Habeshaw, T. (1989) Preparing to Teach. Bristol: Technical & Educational Services.
“Readable introduction to lecturing, small group teaching, assessment, labs etc. with a practical approach to addressing common issues for lecturers through straight advice and quick tips. This is also balanced with a wider view on the students' position.
Race, P. (2001) The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment. London: RoutledgeFarmer.
“The Lecturer's Toolkit is the original, all-encompassing resource for lecturers and teachers in higher education. Practical, accessible and relevant, it will help to underpin and develop the professional practice of all those working in higher education today.”
Ramsden, P. (2003) Learning to Teach in Higher Education (2nd edition). London: RoutledgeFalmer
“The authors' understanding of a good teacher, is one who understands their students' learning experiences. This is their basis for outlining principles for effective teaching in higher education. The authors incorporate research findings and suggestions for further reading with case studies to connect theory to practice.”
Making groups work:
improving group work through the principles of academic assertiveness in higher education and professional developmenthttp://escalate.ac.uk/5413
Teaching and learning resources
for teaching and support staff in UK Further and Higher Education Institutionshttp://www.jorum.ac.uk/
Higher Education Academy Subject Centres
→ Higher Education Academy Subject Centres
24 Discipline centres offer resources, events and materials relevant to teaching in UK HE.
Brown, G.; Bull, J. and Pendlebury, M. (1997) Assessing Student Learning in Higher Education. London: Routledge.
“The book provides background research on different aspects of assessment and aims to help lecturers refresh their approaches to assessment.”
Falchikov, N. (2005) Improving Assessment Through Student Involvement: Practical solutions for aiding learning in higher and further education. London: Routledge
“This book provides a scholarly account of the many facets of assessment which focus on student involvement. Peer and self-assessment are powerful assessment tools to add to existing tutor-based method and this book explores the issues and practicalities of using such techniques.”
Moon, J. (2002) The Module and Programme Development Handbook: A Practical Guide to Linking Levels , Learning Outcomes and Assessment. London: Kogan Page
“A very readable text giving clear explanation of the language and processes of course design.”
Toohey, S. (1999) Designing Courses for Higher Education. Buckingham, UK: Society for Research into Higher Education & OU Press.
“The book gives an overview of the process that covers strategic decisions to be made, as well as the place of teaching techniques within the course. There are examples to illustrate innovative practice, and interviews, giving a practical focus to the task.”
Salmon, G. (2002) e-tivities: The Key to Active Online Learning. London: Kogan Page
“Following the ground-breaking and best selling E-Moderating, which looked at the role of the online teacher, this book addresses readers in both higher education and corporate training who are seeking to develop interactive and online programmes that truly engage learners.”
Wisker, G. (2004) The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. Hampshire: Palgrave Macmillan
“The Good Supervisor engages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects… The book is also useful for students undertaking research. There is special focus on research skills development and on supporting students through and beyond the examination process.”
Jenkins, A. (2004) A guide to the research evidence on teaching-research relations. HE Academy
This Guide provides an overview of research evidence on the relationships between research and teaching. It focuses on one of the three facets of this relationship - how discipline-based research impacts teaching practice and student learning.http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=383