Learning and Teaching in Higher Education
The Reflective Professional
- Greg Light - Northwestern University, USA
- Roy Cox
- Susanna Calkins - Northwestern University, USA
Praise for the First Edition:
`For too long we have waited for a book that brings together the best contemporary thinking about learning and teaching and that connects with academics' everyday teaching practice in an engaging way. At last, in this book, we have it' - Ronald Barnett, Institute of Education, University of London
Worldwide, higher and professional education services are challenged by increased student numbers and diversity, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. This new edition addresses key issues in the practice and theory of teaching and learning in the sector and includes fully updated discussions of:
- the professional in academic practice
- mentoring
- teaching with technology
- the relationship between learning objectives, outcomes and assessment
- the novice teacher
The authors draw on theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling readers to reflect critically on their teaching. They also propose a model for continuous professional development appropriate to the higher education academic community.
Learning & Teaching in Higher Education: The Reflective Professional is for lecturers, researchers, staff developers and others involved in teaching in higher and professional education.
Greg Light is Director of the Searle Center for Teaching Excellence and an associate professor in the School of Education and Social Policy at Northwestern University, Chicago. Roy Cox was a visiting academic at the University of London where he helped establish one of the first centres for learning and teaching in higher education in the world. Susanna Calkins is Associate Director for Faculty development at the Searle Center for Teaching Excellence.
A very accessable text
shown students as an option at induction but not on actual list
I used this book myself when writing for my PGCAP. Good range of theories written about. Chapters well defined. Good conclusions mean don't always have to read the whole chapter.
I had hoped this book would be helpful for students reflecting on their own experiences in Higher Education but I have realised that it is aimed more at teachers than students. With that in mind this is a very useful resource particularly the section on teaching using new technologies. I have requested that the library obtain a copy for that reason.
This text is very useful for higher education lecturers. The chapters I enjoyed reading most were ‘course and curriculum design’ and ‘student assessment’. This book is useful for developing knowledge into curriculum design, including course structure, theoretical underpinning and teaching strategies.
Really useful text with focus upon reflection for implementation in the PGCTHE.
Generalist text exploring key challenges facing those supporting learning in higher education. The text is accessible offering practical models and approaches to support the 'reflective practitioner'. Particularly helpful for developing professional practice and extending 'ways of thinking' about learning and teaching.
Very good for HE teachers - it is one I will recommend in my capacity as Teaching and Learning coach.
Useful tool for facilitating learning and teaching in academic education.
Useful appendices provided at back of book.
I found the chapters on Design of courses and Assessment very good.
While the essential character and approach of this book have been retained, this new edition has been substantially updated with references to recent research, literature and teaching practices. When the book was first published, the millennium had just happened. Now, after almost a decade, we have seen startling changes in the use of technology in higher education and the increasing globalization of learning and teaching.
Having been situated in both London and Chicago during this time, the authors were also conscious of the international tensions differentiating the study and practice of learning and teaching – particularly between the UK and the US. This new edition consciously draws upon the diverse body of international literature and describes key areas of agreement.
