Enhancing Teaching Practice in Higher Education

This book integrates a wide body of theory and pedagogical research to enrich and empower teaching in universities, with a focus on transformational practice and education for social justice. In this fully updated second edition, you will be provided with ideas and practical strategies drawn from literature and real-life experience across a range of academic disciplines. This second edition includes: ·        Two new chapters on: inspiring learning through technologies, and holistic and creative pedagogies ·        Approaches to decolonising the curriculum and working with student diversity and partnership ·        Innovations in learning environments including responses to the pandemic, university writing and developing learning through, and for, work ·        A new feature: case studies in every chapter to illustrate theoretical ideas across disciplines

Table of Contents:
Chapter 1: Introduction: Teaching in the changing landscape of Higher Education - Helen Pokorny and Digby Warren Chapter 2: Course and Learning Design and Evaluation - Digby Warren Chapter 3: Teaching in and Managing Learning Environments - Steven Cranfield Chapter 4: Assessment for Learning - Helen Pokorny Chapter 5: Inspiring Learning through Technologies - Debbie Holley, Ben Goldsmith and Dave Fevyer Chapter 6: Student Engagement - Kathy Harrington, Sandra Sinfield and Tom Burns Chapter 7: Embracing Student Diversity - Susannah McKee and Matt Scandrett Chapter 8: Engaging with University Writing and Discourse - Julian Ingle Chapter 9: Effective Supervision - Dave Griffiths and Digby Warren Chapter 10: Learning For, At and Through Work - Sibyl Coldham, Pauline Armsby and Sarah Flynn Chapter 11: Holistic and Creative Pedagogies - Digby Warren and Johanna Payton Chapter 12: Professional Development - Jennifer Bright, Rebecca Eliahoo and Helen Pokorny

About the Author :
Dr Helen Pokorny is Assistant Director of University Campus St Albans (UCSA) a joint venture between the University of Hertfordshire and Oaklands Further Education College where she is responsible for academic development. UCSA has a unique curriculum designed solely for part-time mature students which builds on prior learning credit, providing all students with advanced standing. Previously she was Director of Professional Development at the University of Westminster and a Principal Lecturer London Metropolitan University. She has maintained throughout her career an abiding commitment to the Recognition of Prior Learning (RPL) researching and publishing on this topic and is a founding Director of the Prior Learning International Research Centre, based in Canada. She has worked with colleagues on a range of research and professional development projects publishing in the areas of assessment and feedback and student belonging. She is a Senior Fellow of the Higher Education Academy. Professor Digby Warren is Professor of Higher Education at London Metropolitan University. Digby has been working in higher education development for over 25 years. His chief area of expertise is curriculum development and higher education pedagogy, about which he has produced over 60 conference papers, published articles and book chapters - with a focus on student diversity and transformational approaches. Currently Head of the Centre for Professional and Educational Development, as a consultant member (2004-2008) of the Oxford Centre for Staff and Learning Development he delivered workshops at a number of UK universities, and was also co-editor of conference proceedings for the London series of International Conferences on the Scholarship of Learning & Teaching (2005 to 2010). On the international front, he played a lead role in two successful EU-funded projects (2011-2018) to modernise higher education, using curriculum and teaching development as a driver for innovation.

Review :
Since 2016, when the first edition of this book was published, the aspects of HE teaching that it explored have increased in visibility, importance and impact. Some are of long duration, such as our continued need to make higher education fair, inclusive and diverse for all. Others, such as efforts to legitimise playful forms of pedagogy at university, have attained prominence more recently. This revised edition of Enhancing Teaching Practice in HE explores key challenges and opportunities presenting themselves to educators in varied roles (not to mention their students). In five years such challenges and opportunities have become more, not less, relevant. All can benefit from new energy and thinking, encased in practical application and rooted in academic literature and theory. This is what the authors offer in this book; a guide to inform those for whom these matters are new, while providing a clear evidence-base to enable experienced readers to refresh and update their practice. It will be an invaluable reference for personal and professional development in all its forms.