This book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education. Taking key themes related to the characteristics of expertise, this edited collection delivers practical ideas for supporting and enabling professional learning and development in higher education as well as theoretical constructs for the basis of personal reflection on practice. Providing an accessible, evidence-informed theoretical framework designed to support individuals wishing to improve their teaching, Developing Expertise for Teaching in Higher Education considers teaching excellence from an expertise perspective and discusses how it might be supported and available to all. It invites a call to action to all policymakers and strategic leaders who make a claim for teaching excellence to consider how professional learning and the development of expertise can be embedded in the culture, environment and ways of working in higher education institutions. Full of practical examples, based on scholarship and experience, to guide individual teachers, educational developers and policymakers in higher education, this book is a must-read text for those new to teaching in higher education and those looking to improve their practice.

From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way. The volume addresses both students and educators. Part I explores ways of supporting student achievement from STEM to the arts, from introductory courses to doctoral training, and from using new digital media to reflective writing. Part II focuses on academic staff development in higher education, reaching from curriculum design to pedagogic practices. All chapters focus on issues of contemporary relevance to higher education, showing how Legitimation Code Theory enables these issues to be understood and practices improved. Building Knowledge in Higher Education brings together internationally renowned scholars in higher education studies, academic development, academic literacies, and sociology, with some of the brightest new researchers. The volume significantly extends understandings of teaching and learning in changing higher education contexts and so contributes to educational research and practice. It will be essential reading not only to scholars and students in these fields but also to scholars and educators in higher education more generally.

Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." BARNETT BERRY, president, Center for Teaching Quality

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

This book is designed to take you step by step through each teaching experience you will face. It includes advice, practical exercises, top tips and words of warning on: - seminar presentations to your peers - leading undergraduate seminars - choosing material for teaching - preparing productive teaching aids - giving lectures - dynamic learning environments - handling assessment - success as a guest speaker - mentoring This is a practical ′how-to′ guide which is supported throughout by accessible explorations of how teaching can support your research. Written by lecturers who have taught for many years, the ′voice of experience′ sections will support and encourage you in your move towards becoming a successful and confident educator. The Success in Research series, from Cindy Becker and Pam Denicolo, provides short, authoritative and accessible guides on key areas of professional and research development. Avoiding jargon and cutting to the chase of what you really need to know, these practical and supportive books cover a range of areas from presenting research to achieving impact, and from publishing journal articles to developing proposals. They are essential reading for any student or researcher interested in developing their skills and broadening their professional and methodological knowledge in an academic context.

Competition to provide education is tense, attributed to the ease to access and process information. Technological development has also landed a terrible blow to the employment situation, which forces higher education institutions to review what and how their students learn. Yet, the desire to retain and grow the number of students and gain commercially can sometimes cloud judgment of educational leaders. They need to know that poorly made decisions hurt the businesses and students. In this book, Sam Choon-Yin explores how technological development has the potential to transform higher education. However, the same technology also has the potential to disrupt the education sector. The author provides a critical outlook on the prevailing practices of the higher education institutions. By drawing our attention to the various challenges, the author shows how teaching and learning can be effectively carried out in the digital age to serve the needs of students and hiring companies, and ultimately the institutions of higher learning. Understanding the issues and challenges means better design of and delivery of the curriculum. At a deeper level, the book raises a complex question of “what makes an education institution different” as they aim to define themselves by fulfilling students’ desire. Understanding these issues forms the basis of power for higher education institutions to remain competitive and relevant in the age of digitization.