Teaching in higher education

About the authors

1. Introduction

Ways to use this book

2. Why teach?

How much can I handle?

How might I start to teach?

Research seminars

3. Seminar presentations to your peers

Research seminar opportunities

Why contribute to a research seminar?

Preparing the right material

Getting the tone right

Maximising the benefits

4. Leading an undergraduate seminar

Allow students the freedom to express an opinion, even the 'wrong' opinion

Allow students to ask questions, even the 'wrong' questions

Allow you to talk through a topic, even the 'wrong' topic

Allow you to share your expertise, even the 'wrong' expertise

Why lead a seminar?

Your role as educator

Setting objectives for seminars

Getting the timing right

Encouraging discussion

Ice-breakers

5. Dynamic learning environments

Preparing your material

Supportive, not overwhelming, material

Dynamic, not static, material

Student-produced material

Judging and balancing time

Try to avoid revealing your entire plan

Use breaks to control time

Handouts leave you carefree

Structuring your aims and objectives

A series of dynamic learning events

Techniques for encouraging engagement

Sharing the chairing

Brainstorming

Learning needs analysis

Skills inventory

Psychometric-/personality-type testing

Recording events

Peer support and assessment

6. Lectures

Why give a lecture?

Getting the brief

The casual approach

Being clear

Regular or new lecture?

Communicate by planning

Thinking in context

Lecture performance

Teaching aids

Interactivity

Learning hurdles

Timing the preparation

Decisions to make

Number of students

Level of knowledge

Do they know you? Do they know each other?

What time of day is the lecture?

Show you care

Preparing to write the lecture

Is it a core lecture?

What do your students need to get out of it?

You cannot do too much

General or niche?

Planning the lecture

Writing the lecture

How long should it take to write it?

How long should the word count be?

How should it look?

Knowing the space

Getting your timing right

Time warping

Practising

Nerves

Reflections

7. Productive teaching aids

Do you need teaching aids?

What options do you have?

Blackboard, whiteboard, flipchart

Data projector, slide projector, overhead projector

Interactive whiteboard (smartboard)

Handouts

Virtual learning environment (VLE), including 'Turnitin'

Wikis and online polling systems

Demonstration

Film and audio

Online resources and mobile phones

Students

8. Handling assessment

A special note about evaluation

The marking rhythm

Marking criteria

Setting examination questions

Moderation and double marking

Written feedback

Tutorials

Voluntary or compulsory tutorials?

One or several students?

Frequency of tutorials

Written or verbal delivery of an assessed piece?

Immediate or considered feedback?

Making a difference

Conclusion

Glossary of assessment terms

Recommended further reading

Index