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Introduction to University Teaching
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Introduction to University Teaching



September 2021 | 232 pages | SAGE Publications Ltd

The essential guide to teaching and learning in higher education for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff.

This accessible text offers practical guidance for anyone new to teaching in higher education. It covers key aspects of teaching and learning relevant for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff, including those working towards Advance HE/Higher Education Academy (HEA) recognition.

Understand how to plan and evaluate teaching sessions, the dynamics of teaching in small and large groups, how to use technology effectively, the particular challenges of laboratory and fieldwork and the importance of inclusive practice and career development.

Key features include:

·         Practical strategies to enhance student learning and motivation.

·         Case studies from higher education professionals in various roles

·         Activities and reflection points applying educational principles to your own teaching

·         Chapter links to the UK Professional Standards Framework (UKPSF)

 
Chapter 1: Starting to teach in higher education
 
Chapter 2: Considering how we learn and how we teach
 
Chapter 3: Understanding course design and planning teaching
 
Chapter 4: Facilitating learning in small groups
 
Chapter 5: Teaching large groups and giving lectures
 
Chapter 6: Supporting students in laboratories and during fieldwork
 
Chapter 7: Working with individual students and supervising projects
 
Chapter 8: Using digital technologies in learning and teaching
 
Chapter 9: Developing inclusive teaching practice
 
Chapter 10: Assessing and giving feedback
 
Chapter 11: Overcoming challenges of the teaching role
 
Chapter 12: Developing your teaching and career

While this book would not be appropriate for the module which I teach, it would be very suitable for the one which precedes it which is focused on attaining AFHEA and I will recommend it to that Module Co-ordinator. The book could be used by someone who was aiming to attain AFHEA on their own but could supplement the efforts of someone on a taught module for that status. I welcome the activities and the examples which are provided throughout. The main challenge with the book, despite the statements about it being for people with a wide range of roles is that it primarily focuses on those teaching directly rather than, for example, demonstrating or providing academic skills support, sets of staff we are seeking to encourage to go down the fellowship paths. More examples of these kinds of activity would have been very useful as I know Module Co-ordinators sometimes struggle to find these and simply asserting that the module is for non-academic staff is not much help. The only other element I would like to have seen in the book is a thorough conclusion. Especially if someone has read this book over a number of weeks, indeed months, then by the end there are likely to be aspects that they do not realise they have forgotten, so highlighting the top points from each section in a conclusion at the end would be really useful. Overall I felt this was a useful book for AFHEA applicants and I would tend to encourage its use as a kind of text book contextualised by the module, rather than it being a reference book. Some participants on these modules would welcome such a text book approach, though others might find that approach patronising.

Dr Keir Mitchell Harper-Thorpe
Education, Robert Gordon University
April 25, 2022

This is an excellent text for colleagues new to teaching in HE. It outlines key roles and responsibilities for a teaching fellow. There was quite a heavy emphasis on the GTA status (understandably due to the author's role!) There could be some more variety e.g. examples of colleagues from a professional background entering HE, for example. But that said, I would heartily recommend it for colleagues entering our programme. I will add it to our reading list for 2022/23.

Dr Mary Kitchener
Oxford Centre for Staff and Learning Development, Oxford Brookes University
November 19, 2021

Really helpful introduction, so have added it to our reading list for the first module of our PGCert

Dr Sarah Moore
Academic programmes and student engagement, Sheffield University
December 10, 2021

Richard Bale

Richard Bale is a Senior Teaching Fellow in Educational Development in the Centre for Higher Education Research and Scholarship (CHERS) in the Educational Development Unit at Imperial College London. He is a linguist by background, and prior to working in educational development, he held roles such as Head of Modern Languages, Lecturer in Applied Linguistics, and Teaching Fellow in German, Translation and Interpreting. Richard holds a PhD in corpus-based interpreter education, a Masters (MEd) in University Learning and Teaching, a PGCE in Modern Languages, a BSc (Hons) in Linguistic and International Studies, and he is... More About Author

Mary Seabrook

Mary Seabrook leads the Graduate Teaching Assistant Development Programme at King’s College London, is a Senior Teaching Fellow and aSenior Fellow of the Higher Education Academy. She has experience in a wide range of educational settings including schools, adult and further education, the Open University and voluntary sector. Before taking up her current post, she worked as a self-employed Education Consultant, undertaking a range of teaching, research and development projects. She was previously Senior Lecturer in Medical Education at Guy’s King’s and St Thomas’ School of Medicine and her PhD explored the changing culture and values of... More About Author

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