This section of the website comprises links to external websites and resources that offer a range of core texts and other resources related to learning and teaching in higher education.
The first part includes a list of suggested core books, the second part provides links to external websites maintained by institutions and by respected scholars in the field, while the third part is a selection of online journals.
A Handbook for Teaching and Learning in Higher Education, Enhancing academic practice, 4th Edition, Edited by Heather Fry, Steve Ketteridge, Stephanie Marshall, Routledge, 2014
This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management.
The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention.
- Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher.
- Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain.
- Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry.
Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.
Learning to Teach in Higher Education. Paul Ramsden (2003). London. Routledge 2nd Edition.
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development.
The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education:
- Organising the content of undergraduate courses
- Selecting teaching methods
- Assessing student learning
- Evaluating the effectivenesss of teaching.
Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.
Teaching for Quality Learning at University. By Biggs, John B. and Tang, Catherine. New York, N.Y.: McGraw‐Hill/Society for Research into Higher Education/Open University Press, 2011
This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices.
This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to:
- Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes
- Aid staff developers in providing support for departments in line with institutional policies
- Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university. The authors have also included useful web links to further material.
- Teaching for Quality Learning at University will be of particular interest to teachers, staff developers and administrators.
Reflective Teaching in Higher Education, by Paul Ashwin, David Boud, Kelly Coate, Fiona Hallett, Elaine Keane, Kerri-Lee Krause, Brenda Leibowitz, Iain MacLaren, Jan McArthur, Velda McCune, Bloomsbury Academic, 2015
Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:
- practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion
- evidence-informed 'principles to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education
In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of:
- What is meant by 'agency
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
Student Engagement Techniques: A Handbook for College Faculty, Barkley, E.F. , 2010 San Francisco: Jossey-Bass Publishers
Keeping students involved, motivated, and actively learning is challenging educators across the country,yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources.
Assists academic staff to develop their effectiveness as teachers and improve their students' learning by giving practical guidelines and suggestions for teaching and a series of activities.
Leading Learning and Teaching in Higher Education: The key guide to designing and delivering courses, Doug Parkin, Routledge 2016
Leading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching.
With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers:
- Insightful guidance which is not bound to subject-specific requirements, making it relevant across the spectrum of course offerings at any one institution.
- An enabling, people-focussed foundation for leadership.
- Tools and frameworks which can be readily applied or adapted for the reader.
- A focus on core elements of teaching leadership, such as design, delivery, assessment and building a programme team.
- A flexible and pragmatic approach to leadership which avoids a definitive approach, instead encouraging a dynamic method of engaging leadership.
- Values that assert that leadership and learning go hand-in-hand.
- A wide-ranging discussion of leadership theories, ideas and values related to the university context.
This book puts forward a multifaceted model of programme leadership and links this to a scaffolding of key attributes, skills and qualities that fit the environment of leading learning and teaching in the university. Particularly interested readers will be those beginning to lead teaching in a university setting as well as those who have been leading programme teams and the wider provision of teaching for some time wanting to enhance their skills and perspective
Designing and assessing courses and curricula: A practical guide, 3rd Edition by Robert M. Diamond, Jossey-Bass, 2008
This book, now in its third edition, provides “a practical, descriptive handbook for faculty and administrators involved in the improvement of teaching and learning” (p. xvi). The instructional design model described in the book has been around since the 1960s and is appropriate for both major curricular design and individual course development. Although the model is not specific to any one discipline, it is consistent with current literature about how students learn. In brief, the model is designed to produce courses and curricula that focus on student learning through an iterative, data‐driven process of defining learning goals/objectives; designing, implementing and assessing learning experiences; and revising the learning experiences based on assessment data.
The book is divided into four parts.
- Part 1, “A Frame of Reference,” provides a rationale for the book and a theoretical foundation for the model. It also addresses many practical issues related to course/curriculum design, such as the relationship between goals and assessments, the roles of accreditation agencies in driving curricular change, the importance of keeping up to date with educational research literature (through, for example, subscribing to the Inside Higher Ed or Tomorrow's Professor electronic newsletters), and the relationship between the scholarship of curricular/course design and the faculty rewards system.
- The first chapter of Part 2, “The Process,” includes a very useful checklist that will help faculty determine if there is a need for a curricular/course design project and whether sufficient resources exist to ensure the success of the project. The rest of the section focuses on the instructional design model and on the importance of aligning instructional goals, learning experiences, and assessments. Diamond guides his readers to envision the “ideal” course or curriculum and then to adjust that ideal situation for an institution's contextual realities. In this section, he provides a list of factors to consider during course design, instructions about how to write learning objectives, and advice about designing course/curriculum assessment plans.
- Part 3, “Designing, Implementing and Assessing the Learning Experience,” begins with a brief review of research about quality teaching and learning, with special attention given to what is known about learning in the lecture environment and to meeting the needs of nontraditional and diverse learners. The section identifies different instructional options, including one chapter about the use of technology in the classroom and another about distance education. The last chapter of this section focuses on developing a “learner‐centered syllabus.”
- The relatively short Part 4, “Your Next Steps,” describes using data to evaluate and refine learning experiences.
Designing Courses for Higher Education, Susan Toohey, Open University Press, 1999
This book focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. It provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers, and offers course designers both an understanding and a framework within which to clarify their own teaching purposes.
SEDA (Staff and Educational Development Association)
SEDA is the professional association for staff and educational developers in the UK, promoting innovation and good practice in higher education. SEDA is seen by many as the shaper of thought and initiator of action in staff and educational development, not only in the UK but in the international domain also.
Advance HE (previously known as The Higher Education Academy)
Advance HE is an independent non-profit organisation committed to world-class teaching in higher education. They work in partnership with institutions and individuals in higher education supporting student success, bringing the sector together to collaborate, and share teaching strategies and practice.
The Caucus defines itself as a community of practice with a mission to facilitate the advancement and evolution of educational development as a field of practice and scholarship by communications, networking, professional development opportunities and advocacy strategies.
The Society for Research into Higher Education
The Society for Research into Higher Education is a UK-based international learned society concerned to advance understanding of higher education, especially through the insights, perspectives and knowledge offered by systematic research and scholarship. The Society aims to be the leading international society in the field, as to both the support and the dissemination of research.
The Higher Education Research and Development Society of Australasia
The Higher Education Research and Development Society of Australasia is a scholarly society for people committed to the advancement of higher and tertiary education. It was established in 1972 to promote the development of higher education policy, practice and the study of teaching and learning. HERDSA encourages and disseminates research on teaching and learning and higher education development. It also works to build strong academic communities. The current HERDSA Constitution was adopted in 2017.
HERDSA works to
- advance educational policy and practice in the higher education and tertiary sector
- facilitate and promote the enhancement of teaching and learning
- encourage and disseminate research on higher education and tertiary teaching, learning, development, research, leadership and policy matters
- recognise and reward outstanding contributions to higher and tertiary education
- encourage collaboration and the development of professional communities in higher and tertiary education and
- assist its members in their ongoing professional development.
International Society for the Scholarship of Teaching and Learning (issotl)
The International Society for the Scholarship of Teaching and Learning, Inc. serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. Through building intellectual and collaborative infrastructure, the Society supports the associational life that fosters scholarly work about teaching and learning. The Society provides this support by:
- recognizing and encouraging scholarly work on teaching and learning in each discipline, within scholarly societies and across educational levels,
- promoting cross-disciplinary conversations to create synergy and prompt new lines of inquiry,
- facilitating the collaboration of scholars in different countries and the flow of new findings and applications across national boundaries,
- encouraging the integration of discovery, learning, and public engagement, and
- advocating for support, review, recognition, and appropriate uses of the scholarship of teaching and learning.
MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.
This website is about assessment, feedback, learning and teaching in higher education. In its own way, this website can be regarded as an open educational resource, and his intention is to make as many as possible of his ideas and tips available to anyone who can benefit from them.
John Biggs has written fourteen books, as sole or joint author, edited six more, and has published some two hundred articles.
His focus on improving teaching is not on what teachers do, but on what and how students learn. When teachers have articulated outcomes of learning, they should align teaching methods to best help students learn those outcomes, and design assessment tasks to allow them to judge how well students have learned them. This is what he calls constructive alignment. A useful tool for achieving alignment is the SOLO Taxonomy, which helps teachers to define the quality of learning they want their students to achieve. Students’ approaches to learning are a good index of the quality of students’ learning.
Mick Healey is a HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK Mick is an experienced presenter. Since 1995 he has given over 500 educational workshops, seminars, keynotes and conference presentations in 25 countries.
The Journal of Higher Education
Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.
Active Learning in Higher Education
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and so looks at academic theory and practice applicable in/to all disciplines and contexts/countries in higher education.
International Journal for Academic Development
The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally.
Higher Education Research & Development
Higher Education Research & Development (HERD) is an international peer-reviewed journal, established in 1982 as the principal learned journal of the Higher Education Research and Development Society of Australasia (HERDSA).
Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions. Equally, we welcome empirical higher education studies, which employ qualitative, quantitative, and mixed methodologies including big data. All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience. HERD seeks to foster conversations around particular HE issues and topics over time. To this end, we ask authors to review former issues of HERD and, where possible, engage with previously published articles as part of preparing your manuscript for submission to us.
International Journal of Higher Education
Encourage and publish research articles in the fields of educational theory, teaching method, instructional design, students management, case studies etc. in both undergraduate level and graduate levels.
Research in Higher Education
Research in Higher Education publishes studies that examine issues pertaining to postsecondary education. The journal is open to studies using a wide range of methods, but has particular interest in studies that apply advanced quantitative research methods to issues in postsecondary education or address postsecondary education policy issues. Among the topics of interest to the journal are: access and retention; student success; equity; faculty issues; institutional productivity and assessment; postsecondary education governance; curriculum and instruction; state and federal higher education policy; and financing of postsecondary education. The journal encourages submissions from scholars in disciplines outside of higher education, and studies from outside the United States that address issues that are of interest to the readership. The journal will on occasion publish short notes of a methodological nature, literature reviews of topics pertaining to postsecondary research, and “research and practice” studies illustrating how postsecondary research can inform decision making.
Studies in Higher Education
Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered. The Journal welcomes contributions that seek to enhance understanding of higher education policy, institutional management and performance, teaching and learning, and the contribution of higher education to society and the economy. Comparative studies and analysis of inter-system and cross-national issues are also welcomed, as are those addressing global and international themes. The Journal will publish annually two special issues on topics of international significance to higher education.
Teaching in Higher Education
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education.
Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.
Innovations in Education and Teaching International
International Journal for Students as Partners (IJSaP)
The International Journal for Students as Partners (IJSaP) is a new journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach.
IJSaP is designed to appeal to a wide audience of readers and potential authors in the higher education community. It aims to publish high quality research articles, case studies, reflective essays, reviews and opinion pieces from around the world.
Quality in Higher Education
Journal of Studies in International Education
The Journal of Studies in International Education (JSIE) is the premiere forum for higher education leaders, administrators, educators, researchers and policy makers interested in all facets of the internationalization of higher education. Articles discuss theoretical, conceptual and practical aspects of internationalization including regional, national and institutional policies and strategies, internationalization of the curriculum, issues surrounding international students and cross-border delivery of education.
The Review of Higher Education
The Review of Higher Education (RHE) is considered one of the leading research journals in the field as it keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today. RHE advances the study of college and university issues by publishing peer-reviewed empirically, historically and theoretically based articles and scholarly reviews and essays that move the study of colleges and universities forward. RHE is the official journal of the Association for the Study of Higher Education and follows the ASHE Bylaws and Statement on Diversity. A subscription is included in ASHE membership.
HERDSA Review of Higher Education
HERDSA Review of Higher Education is an annual review of key issues facing higher education in the Australasian region.
Each issue consists of a collection of peer-reviewed articles that review scholarship of teaching research, conference proceedings or work previously published in research journals.
These reviews are undertaken by commissioned authors who have been recognized for their expertise in the field.
In such a review authors describe how the issue is conceptualized within the literature, identify theories and practices that are shaping the outcomes of higher education and discuss the strengths and weaknesses of these outcomes.