Learning and Teaching in Higher Education
The Reflective Professional
- Greg Light - Northwestern University, USA
- Roy Cox
- Susanna Calkins - Northwestern University, USA
—Ken Bain, Vice Provost for Instruction, Montclair State University
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
Around the world, higher education services are challenged by increased numbers and diversity of students, 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 updated and revised 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 upon theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling the reader to critically reflect upon their teaching. They also propose a model for developing, conducting and producing evidence for continuous professional development appropriate to the higher education academic community.
Learning & Teaching in Higher Education: The Reflective Professional is intended for lecturers, researchers, staff developers and others providing and/or supporting teaching in higher and professional education.
This book is useful for Cert Ed students, particularly in year 2 as they are moving towards reflection in relation to going for QTLS status
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.
I am going to recommend this book as essential reading for the PGCert HE programme. This book has been invaluable to my progress, and the pursuit of studies in Higher Education.
I found the chapters on Design of courses and Assessment very good.
What more could you ask for, Please get this book.
shown students as an option at induction but not on actual list
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 book introduces the notion of the reflective professional to tackle the challenges encountered in higher education teaching. It enables readers to engage in critical self reflection regarding their teaching. It provides practical strategies aimed at enhancing student learning across a diverse range of genres and disciplines.
A good text for Masters level education courses. Particularly useful sections on reflective practice and making links between learning objectives, outcomes and assessment. Both of these aspects tend to be challenging areas of learning for trainee teachers
This is an excellent text book for the new educator. It enables the learner to build on knowledge in a very supported way and is highly appropriate for nurse educators
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.
