This is essential reading for anyone new to teaching in higher education. It covers key aspects of teaching and learning for early career academics, postgraduate researchers, graduate teaching assistants, and professional services staff, including those working towards Advance HE fellowship recognition. It provides practical strategies to enhance your planning, teaching and assessment, thoughtful overviews of inclusive teaching and facilitating group work, case studies from higher education professionals, and activities and reflection points applying educational principles to your own teaching, all linked to the Professional Standards Framework (PSF). Second edition updates include: Each chapter is mapped against the Professional Standards Framework (2023). New case studies demonstrating good practice in learning and teaching contexts. Updated discussion on the use of technology, including the impact of generative AI. Deeper discussion on critically evaluating and developing your own teaching.
Richard Bale is a Senior Teaching Fellow in Educational Development in the Centre for Higher Education Research and Scholarship (CHERS) in the Educational Development Unit at Imperial College London. He is a linguist by background, and prior to working in educational development, he held roles such as Head of Modern Languages, Lecturer in Applied Linguistics, and Teaching Fellow in German, Translation and Interpreting. Richard holds a PhD in corpus-based interpreter education, a Masters (MEd) in University Learning and Teaching, a PGCE in Modern Languages, a BSc (Hons) in Linguistic and International Studies, and he is a Senior Fellow of the Higher Education Academy (SFHEA). His first book Teaching with Confidence in Higher Education: Applying Strategies from the Performing Arts was published in 2020 by Routledge. Mary Seabrook leads the Graduate Teaching Assistant Development Programme at King's College London, is a Senior Teaching Fellow and aSenior Fellow of the Higher Education Academy. She has experience in a wide range of educational settings including schools, adult and further education, the Open University and voluntary sector. Before taking up her current post, she worked as a self-employed Education Consultant, undertaking a range of teaching, research and development projects. She was previously Senior Lecturer in Medical Education at Guy's King's and St Thomas' School of Medicine and her PhD explored the changing culture and values of medical education. Drawing on many years of observing doctors in educational roles, her book How to Teach in Clinical Settings was published in 2014 by Wiley-Blackwell.
Chapter 1: Contextualising your teaching role Chapter 2: Starting to teach in higher education Chapter 3: Considering how we learn and how we teach Chapter 4: Understanding course design and planning teaching Chapter 5: Facilitating learning in small groups Chapter 6: Teaching large groups and lecturing Chapter 7: Supporting students in laboratories and during fieldwork Chapter 8: Working with individual students and supervising projects Chapter 9: Using digital technologies in learning and teaching Chapter 10: Developing inclusive teaching practice Chapter 11: Assessing and giving feedback Chapter 12: Critically evaluating and developing your teaching
