Cases on Quality Teaching Practices in Higher Education

Cases on Quality Teaching Practices in Higher Education

Diane J. Salter

Copyright: © 2013 |Pages: 454

ISBN13: 9781466636613|ISBN10: 1466636610|EISBN13: 9781466636620

DOI: 10.4018/978-1-4666-3661-3

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Salter, Diane J., editor. Cases on Quality Teaching Practices in Higher Education. IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3661-3

APA

Salter, D. J. (Ed.). (2013). Cases on Quality Teaching Practices in Higher Education. IGI Global. https://doi.org/10.4018/978-1-4666-3661-3

Chicago

Salter, Diane J., ed. Cases on Quality Teaching Practices in Higher Education. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3661-3

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Although educators continue to face the issue of maintaining quality teaching practices, academic managers and educational developers face significant challenges when changing in higher education teaching strategies.

Cases on Quality Teaching Practices in Higher Education presents international case studies of individual approaches and institutional examples to benefit teachers at the individual level as well as institutional leaders involved in change. This publication is suitable for both undergraduate and graduate level courses in education related best practices in pedagogy, innovation in the use of technology, and the future direction of universities in the advancement of teaching practices.

Table of Contents

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Front Materials

Title Page

Copyright Page

Dedication

List of Reviewers

Foreword

Preface

Acknowledgment

Chapters

Introduction and Background Research

Chapter 1

Perceptions and Approaches to Teaching of Award-Winning Teachers at Research Intensive Universities Internationally (pages 1-25)

Diane J. Salter

This chapter provides an overview of a research project conducted with award-winning teachers at research-intensive universities to investigate a number of areas including approaches to teaching and learning and the use of technology...

Chapter 2

Quality Teaching Quality Learning (pages 26-37)

Michael Prosser

The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes)...

Case Studies from Award Winning Teachers

Chapter 3

Quality Teaching in the Social Sciences (pages 39-56)

Lynne Hunt

This chapter is about discipline-based teaching and students’ active engagement in learning-by-doing. It notes threshold concepts in sociology, highlighting the development of critical thinking and academic study and research skills....

Chapter 4

Life at the Research-Teaching Nexus: The Role of Design (pages 57-75)

David Dunne

In this chapter, the authors show how research in design methods can be integrated with research in learning to teach students to cope with challenging, ill-defined problems. They provide examples of courses in which students are...

Chapter 5

Using Technology in Learning and Teaching: Making the Right Choices Involves Understanding the Problems to be Solved (pages 76-95)

Ron Oliver

This chapter describes approaches to using technology in teaching that have facilitated engaging and challenging learning settings across a range of discipline areas. The framework of the discussion offers readers the opportunity to...

Chapter 6

Applying Technology in a Classroom Setting, where Procedural Learning is the Focus (pages 96-105)

Elliott Currie

This chapter explores the use of Lecture Capture Technology in accounting courses that are taught using a five-stage learning model based on aviation training. The implementation of the technology in large classes exceeding 250...

Chapter 7

White Coat Warm heART (pages 106-118)

Carol Ann Courneya

In this chapter, the authors explore the concept of excellence in teaching by considering both what has been published in the literature as well as case examples of learner-centered, art-based approaches to medical education. Five...

Chapter 8

Mindfulness to Enhance Teaching and Learning (pages 119-130)

L. C. Chan

This chapter deals with the concept of mindfulness as a skill required both by teachers and by students. This concept is explored by providing a brief review of why the concept of mindfulness is gaining attention in medicine and...

Chapter 9

Research-Inspired Teaching and Teaching-Inspired Research (pages 131-145)

Gregor Campbell

A shift from pure neuroscience research to research into innovative approaches to teaching and learning has afforded an opportunity to consider ways to develop and integrate technology to improve student learning. Using the authors’...

Chapter 10

Inquiring Minds in Undergraduate Instruction: An Expression of the Teaching-Research Nexus (pages 146-180)

Tanya Chichekian, Olivia (Liv) Hua, Bruce M. Shore

Research-based or scholarship-based teaching is better teaching because it leads to better learning and sustained motivation. Creating a mutually supportive link between teaching and research comprises the teaching-research nexus. In...

Institutional Case Studies that Support Excellence in Teaching

Chapter 11

3M Fellows Making a Mark in Canadian Higher Education (pages 182-190)

Arshad Ahmad, Denise Stockley, Roger Moore

The 3M National Teaching Fellowship program has a rich history in Canada as the premier teaching award, coveted by university professors and post-secondary institutions alike. This program was developed in 1985 through a unique...

Chapter 12

Fostering Scholarly Approaches to Peer Review of Teaching in a Research-Intensive University (pages 191-211)

Harry Hubball, Anthony Clarke, Daniel D Pratt

This chapter examines a recently launched institutional initiative around scholarly approaches to summative and formative peer-review of teaching within and across the disciplines at the University of British Columbia (UBC), Canada....

Chapter 13

Developing Scholarly Teaching at a Research University: Using Learning Communities to Build Capacity for Change (pages 212-227)

Spencer A. Benson, Ann C. Smith, David B. Eubanks

In this chapter, the authors explore how faculty learning communities that focus on teaching and student learning have been instrumental in transforming the perception of teaching as a “tax to be paid” into an engaging scholarly...

Chapter 14

Motivating Teaching Excellence: Lessons from U.S. Teaching Awards (pages 228-238)

Peter Felten, Ashley Finley

Despite the widespread use of teaching awards in the United States, little is known about whether such awards influence faculty attitudes or behaviors on teaching. Similarly, there is a lack of systematic evidence to understand what...

Chapter 15

Changing Culture: Developing a Framework for Leadership Capacity Development (pages 239-260)

Geraldine Lefoe, Dominique Parrish

This chapter presents a framework for the development of leadership capacity in higher education institutions that is underpinned by the concept of distributed leadership; this approach focuses on the development of all members of...

Chapter 16

Getting the Context Right for Quality Teaching and Learning (pages 261-279)

Lynne Hunt, Michael Sankey

This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right...

Chapter 17

Achieving Excellence in Teaching: A Case Study in Embedding Professional Development for Teaching within a Research-Intensive University (pages 280-290)

Iain Doherty

The purpose of this chapter is to examine the challenges of achieving systemic change in the teaching culture of a research-intensive university. The chapter makes use of a teaching improvement case study to identify both the...

Chapter 18

Pedagogical Action Research: Enhancing Learning and Teaching through a Community of Practice (pages 291-303)

Lin Norton, Tessa Owens

In this chapter, the authors consider the dominance of the managerial discourse in higher education today related to staff development in learning and teaching, often perceived as a “top down” policy with which individuals are forced...

Chapter 19

The Single Most Consequential Thing We Do in Universities: A Case Study in Teaching Assessment to New Academics (pages 304-329)

Grant Campbell

Assessing students (including giving feedback and making decisions based on assessments) is arguably the single most important thing done in universities in terms of tangible impacts on people’s lives, but assessment is hard to do....

Chapter 20

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit (pages 330-353)

Cath Ellis

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown...

Chapter 21

Defining University Teaching Excellence in a Globalized Profession (pages 354-365)

Kenneth Bartlett

In universities around the world, metrics have been developed to assess research extremely well in the career development of faculty; however, teaching effectiveness has been left to the subjective and usually unreliable evidence of...

Chapter 22

Assembling the Global University: Networks, Interdisciplinarity, and Institutional Change (pages 366-377)

Gray Kochhar-Lindgren

This chapter examines the emergence of the global artistic-entrepreneurial university, the increasing importance of interdisciplinary and innovative pedagogies, and how these new emphases are shaping institutional change. The first...

Back Materials

Compilation of References

About the Contributors

Index

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