Principles of Teaching in Higher Education (DE8331L)

Content

Lecture theatres have in recent history been perceived as physical, teacher-centered, orderly, transmissive and passive. Contemporary higher education classrooms can be virtual, learner-centered, non-linear, transformative and active. Teaching is viewed as a continually evolving activity based on engagement, review, reflection and revision in order to best address the needs of 21st century higher education student cohorts. This unit considers the theories and best practice in contemporary higher education teaching and adult learning, both online and face-to-face.

Learning outcomes

Unit sequence

Prerequisites: DE8030L Introduction to Theological Education

Pedagogy

Group discovery, peer learning, practice and reflection, self-reflection, literature research

Indicative Bibliography

• Biggs, John B. 2011. Teaching for quality learning at university: what the student does. Philadelphia: Society for Research into Higher Education: Open University Press.
• Brookfield, Stephen D. 1995.* Becoming a critically reflective teacher*. San Francisco, CA: Jossey-Bass, (esp. chapters 4–7).
• Brookfield, Stephen D. 2015. The skilful teacher: on technique, trust and responsiveness in the classroom. 3rd ed. New York: Wiley.
• Mortiboys, Alan. 2010. How to be an effective teacher in higher education: answers to lecturers’ questions. London: Open University Press.
• Palmer, Parker J. 2010. The heart of higher education: a call to renewal. San Francisco, CA: Jossey-Bass.
• Ramsden, Paul. 2003. Learning to teach in higher education. London: Routledge.

• Rogers, Jenny. 2007. Adults learning. 5th ed. Maidenhead, UK: Open University Press.

• *At least one of Biggs, Mortiboys, Ramsden or Rogers recommended for purchase

Assessment