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| About the book |
This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:
This book provides a scholarly introduction to the literature on these questions. Like other books in the series, it offers a concise treatment of complex questions. It also provides directions for future study. Contributors: Matthew Alexander, Glynis Cousin, Helen Fallon, Ian Finlay, Diana Kelly, Ruth Lowry, Marion McCarthy, Rowena Murray, Jacqueline Potter, Christine Sinclair, Sarah Skerratt and Barry Stierer. |
| About the author |
Rowena Murray is Associate Dean (Research) in the Educational and Professional Studies Department, University of Strathclyde, UK. |
| Table of contents |
Introduction Chapter 1 The scholarship of teaching and learning in higher education: an overview Chapter 2 What's learning for? - interrogating the scholarship of teaching and learning Chapter 3 Lecturers as students - in a 'meaningful' sense Chapter 4 Learning to write about teaching: understanding the writing demands of lecturer development programmes in Higher Education Chapter 5 Resources on higher education teaching and learning Chapter 6 Starting with the discipline Chapter 7 Beyond common sense: a practitioner's perspective Chapter 8 Evaluating teaching and learning: enhancing the scholarship of teaching by asking students what they are learning Chapter 9 Evidencing scholarship Chapter 10 Doing small-scale qualitative research on educational innovation Chapter 11 Doing small-scale quantitative research on educational innovation Chapter 12 Combining qualitative and quantitative: mixed-methods in small-scale research Chapter 13 Writing for publication about teaching and learning |
