This book demonstrates how university lecturers can document their impactful teaching and evidence their teaching achievements in the contemporary HE landscape.
It is an essential read for all lecturers who might need to evidence their achievements for academic development including job promotions and Advance HE fellowship. It includes:
- the kinds of evidence that might be sought
- analysis and evaluation of the different forms of evidence available and
- how individuals can develop a narrative of teaching impact.
It also provides institutions with a framework they can use to support staff in collecting and developing qualitative and quantitative evidence for teaching achievements.
Acknowledging the ever-increasing complexity of the teaching role within higher education, the book provides valuable support for individuals wishing to showcase their teaching and institutions looking to recognise and reward academic and professional staff.
Part of the Critical Practice in Higher Education series
Зміст
Chapter 1. Introduction: teaching and learning in contemporary Higher Education
Chapter 2. Defining quality in Higher Education teaching
Chapter 3. Evidencing the effectiveness of teaching
Chapter 4. Presenting the evidence
Chapter 5. Supporting and mentoring applicants
Chapter 6. Conclusion
Glossary/List of Acronyms
Bibliography
Index
Про автора
Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.
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