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Teaching and Learning in Higher Education

Teaching and Learning in Higher Education
Disciplinary Approaches to Educational Enquiry

Edited by:

March 2014 | 272 pages | SAGE Publications Ltd

In today's higher education climate academic staff are encouraged to focus not only on the up-to-date content of their teaching, but also to identify the most effective ways to engage students in learning, often alongside other key transferrable skills. This had led to a growing requirement for staff to adopt a scholarly approach to learning and teaching practice, and to undertake scholarship of learning and teaching as part of ongoing professional development.

This text explores broad best practice approaches to undertaking enquiry into learning and teaching in higher education. It provides an introduction for staff who have been educated within a range of academic disciplines, often with high-level but very focused knowledge about, and understandings of, research processes to the potentially new world of educational enquiry. This is complemented by chapters exploring what educational enquiry means in the context of different academic disciplines, including physical sciences, mathematics, engineering, the life sciences, the arts, the humanities, the health professions, and law.

It also includes:

  • An overview of research methodology including data collection, literature reviews, good ethical practice, and research dissemination
  • Case studies of actual research projects to support understanding of how to carry out educational enquiry in practice.

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Elizabeth Cleaver, Maxine Lintern and Mike McLinden
What is educational enquiry and why is it important?
Mike McLinden, Elizabeth Cleaver and Maxine Lintern
What do I need to know before I read educational literature?
Mike McLinden, Elizabeth Cleaver and Maxine Lintern
How is educational literature evidenced and reviewed?
Elizabeth Cleaver, Maxine Lintern and Mike McLinden
What about ethics and safety?
Maxine Lintern, Mike McLinden and Elizabeth Cleaver
What kind of data should I collect and use?
Maxine Lintern, Mike McLinden and Elizabeth Cleaver
What about dissemination?
Helen King and Tina Overton
Enquiry into learning and teaching in the physical sciences
Michael Grove and Joe Kyle
Enquiry into learning and teaching in mathematics and engineering
Helen Barefoot and Mark Russell
Enquiry into learning and teaching in the life sciences
Susan Orr and Julian McDougall
Enquiry into learning and teaching in arts and creative practice
Rebecca O'Loughlin and Elaine Fulton
Enquiry into learning and teaching in the humanities
Sharon Buckley and Patricia Fell
Enquiry into learning and teaching in the health professions
Rob Clucas and Gerry Johnstone
Enquiry into learning and teaching in the professions: the case of law

'This book argues for educational enquiry as a way to invigorate academic teaching and student learning. It takes the individual academic’s point of view as it shows how educational enquiry starts in the discipline and evolves further into an invitation for students to participate. It is important, inspiring and useful.'

Torgny Roxå
Academic Developer, Lund University

'This is a comprehensive and important volume. Disciplinary-focussed chapters can be read as stand alone pieces, but when combined with the introductory material in Part 1, the result is one of both breadth and depth of insight into the principles and practices of educational enquiry in a HE setting. It will be particularly useful for those starting out in discipline-based educational research, those moving into this area and those charged with supporting or leading this vital form of scholarship.'

Simon Bates
Senior Advisor, Teaching and Learning, and Academic Director, Centre for Teaching, Learning and Technology (CTLT), University of British Columbia

'For all academics who care about their own teaching and who want to engage students fully, this book will be invaluable.  The authors show how it's possible to draw on the special culture of one's own subject discipline to enhance education in ways which benefit staff as well as students. Make this the first book on your reading list.'

Dr Dilly Fung
Director, Centre for the Advancement of Learning and Teaching (CALT), University College London

'Teaching and Learning in Higher Education explores an exciting new development in higher education: educational enquiry as an approach to improving teaching and informing pedagogical and curricular design.  As this welcome guide attractively illustrates and clearly explains, educational enquiry is not just for education researchers and social scientists, but can be undertaken by academics in any discipline through methods that are a good ³fit² for their own fields. For readers who want to know why and how to get started, this is your book!'

Mary Taylor Huber
Senior Scholar Emerita, Carnegie Foundation for the Advancement of Teaching

Focus on Educational Enquiry Chapters which deal with individual dicsiplines relevant to this University. However there is no chapter relating to the discipline of Education.

Mrs Lynn Boyle
ESCW - Education, Dundee University
July 29, 2015

Although this book was useful it did not meet all the needs of the course

Mrs Liz Snapes
Health & Social Care (Cambridge), Anglia Ruskin University
June 16, 2015

Useful resource.

Mrs Rhiannon Love
Teacher Development, Winchester University
May 21, 2015

Insightful and very helpful.

Miss Amy Clark
Sport Science, Tourism & Leisure Dept, Canterbury Christ Church University
May 7, 2015

This book supports our core reading material

Mr Mike Kershaw
Management , Knowsley Community College
November 5, 2015

A really useful book for current contexts where co-production across the academy is encouraged. Helps build research bridges between academic areas enabling the development of better practice. The overview of research methodology and dissemination, along with case studies of actual research projects really support understanding of how to carry out educational enquiry in practice.

Ms Shan Ashton
School for Lifelong Learning, Bangor University
April 21, 2015

Elizabeth Cleaver

Prof. Elizabeth Cleaver is Professor of Learning and Teaching at the University of the West of England, UK (UWE) where she has built and leads the University’s Academic Practice Directorate: the central hub for the support, development and enhancement of academic programmes and practice. Over a career spanning 23 years she has taught, written and researched in sociology and education. Her early academic career was in the discipline of sociology where she specialised in the area of youth transitions to adulthood (early works are published in name Kenyon). It was during this period that her interest in disciplinary teaching approaches, and... More About Author

Maxine Lintern

Prof. Maxine Lintern is Associate Dean for Research and Enterprise for the Faculty of Business, Law and Social Science at Birmingham City University, UK. Her background is in biochemistry and neurophysiology and she has always been profoundly interested in the links and interfaces between research and teaching. The research strategy she has developed for the Faculty overtly links all research activity back into the development of innovative teaching environments and the curriculum. While based in the Faculty of Health she established a successful research centre and created innovative learning experiences such as the ‘Major Incident... More About Author

Mike McLinden

Prof. Mike McLinden is based in the School of Education at the University of Birmingham as has over 25 years’ experience of curriculum design, delivery and evaluation. He has a broad interest in professional learning and pedagogy and has been involved in a range of funded pedagogical projects in partnership with colleagues in the sector. This includes Strand Lead (Part Time Learners) for HEA-funded ‘Flexible Pedagogies’ project. Mike’s research interests include developing ‘research-informed’ pedagogical practice with a particular focus on the development of student-centred approaches (including problem/enquiry-based learning). With... More About Author

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ISBN: 9781446254639