Teaching for Quality Learning at University 3/e
John Biggs, Catherine Tang
9780335221264
November 2007

Teaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to:

Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes
Aid staff developers in providing support for teachers
Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university

The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.

Teaching at College and University: Effective Strategies and Key Principles
Sarah Moore, Gary Walsh, Angelica Risquez
9780335221097
October 2007

How can I become an effective teacher in college or university?
What teaching tools and techniques are available to me and what is the best way to use them?
How do I tackle common difficulties associated with college and university teaching?

This book helps teachers from across the disciplines not only to develop effective skills in conventional classroom settings (lecture halls, tutorial rooms, one-to-one student consultations) but to consider new approaches to online, blended, and distance learning.

On Becoming an Innovative University Teacher: Reflection in Action 2/e
John Cowan

On Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered. More ...

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