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.
This is a good theory-informed survey of reflective practice in teaching and learning in higher education: useful not only for participants on our diploma modules but also for those doing their masters dissertation. It is a book to come back to.
This remains a core text on issues of reflective practice, particularly for those who want a more theoretical introduction in the initial chapters.
An excellent book!
I found this helpful for ideas in encouraging students to develop reflective practice. It has also been recommended to Practice Educator's and I have used it myself when studying for my PGCE in HE, and also recommended it to fellow learners on that course.
This is an excellent handbook to those new to Higher Education. It gives simple clear yet insightful information which will help those new to Higher Education become effective teachers. I will be recommending this to other students on the course
This book will be invaluable for our trainee teachers who will be teaching in our HE department within the college. I like the way the chapters are structured in a logical order and the text is a decent size. The inclusion of case studies, tables and diagrams helps bring the theory to life. I particularly like the ‘teaching with technology’ section which is so useful today. The authors’ index is a bonus feature.
This will be useful when supporting staff new to ITE. I will recommend it to them.
Excellent! Very useful and interesting and will really prove thought provoking for students. This book will have something for students working at all levels, with an interest in this topic.
This book covers a broad range of teaching genres. The personalised accounts in the book give guidance and allow the reader to make connections to their own work.
A useful book that will be used as reference material, by academic staff, to reflect further upon their practice for the benefit of our student cohort.
Useful text for those embarking on a SEDA qualification in higher education settings. Contemporary theories considered.
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.
