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Questions About This Book?
What version or edition is this?
This is the 1st edition with a publication date of 3/1/2011.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Inspiring Academics draws on the experience and expertise of award-winning university teachers to help identify the approaches and strategies that lead to exemplary teaching practice. It is structured around five core themes: inspiring teaching, developing quality curricula, assessment for independent learning, student development and scholarship. Whilst celebrating individual teaching success, the book draws out core strategies which can be developed and replicated by others and which are not simply dependent on personal charisma and dynamism. Contributors reflect on approaches and initiatives that did not work for them, thus highlighting the inherent messiness and complexity of teaching and the difficulties of providing a blueprint for success.
Iain Hay's professor of Geography at Flinders University, Australia. He received the prestigious Prime Ministers Award for Australian University Teacher of the year in 2007. He has held visiting appointments at the Universities of Edinburgh Auckland, Kentucky and Manchester.
Table of Contents
|List of boxes, figures and tables||p. viii|
|Notes on contributors||p. ix|
|Opening doors||p. 1|
|Approaches to Teaching that Influence, Motivate and Inspire Students to Learn||p. 13|
|Mindfulness and presence in teaching and learning||p. 17|
|The art of loving and learning: Erich Fromm and the learning (of) transformation||p. 23|
|I teach as the mountains teach me||p. 29|
|The what, why and how of inspiring learning||p. 36|
|Your skin or mine? A living drama in interprofessional education||p. 43|
|Developing Curricula and Resources that Reflect a Command of the Field||p. 51|
|The meaning and evolution of teaching excellence: a 'radical' case study from Radford University, Virginia||p. 53|
|No magic needed. Designing instruction for learning - a case study||p. 61|
|On scholarly teaching - a personal account||p. 70|
|Destinations and pathways: the curriculum challenge||p. 79|
|Approaches to Assessment and Feedback that Foster Independent Learning||p. 87|
|An assortment of small anomalies||p. 89|
|Beyond the classroom walls: using assessment strategies to foster independent learning||p. 96|
|In the lion's den: teaching and assessing medical ethics||p. 104|
|Upgrading teaching and assessment in a traditional medical course||p. 113|
|Respecting and Supporting the Development of Students as Individuals||p. 123|
|'I am a writer': unlocking fear and releasing possibility in the classroom||p. 127|
|Seeing the tree in the midst of the forest: respecting and supporting the development of students as individuals||p. 135|
|A classroom of colleagues||p. 142|
|Extending the reach of higher education inside and outside the classroom||p. 150|
|Personalizing the student experience||p. 156|
|Scholarly Activities that Influence and Enhance Learning and Teaching||p. 163|
|Exploring the 'inner' and 'outer' worlds: steps along a scholarly journey||p. 165|
|Integrating a sustainable academic career around scholarly learning and teaching activities||p. 172|
|Useful sharing||p. 191|
|Excellence and scholarship in teaching: some reflections||p. 198|
|From fear to flourish||p. 208|
|Table of Contents provided by Ingram. All Rights Reserved.|