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.

This book on 'Cooperative Learning in Higher Education' addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.

This revised edition includes the most current thinking on reflective learning, as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.

Around the world, higher education services are challenged by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. Learning and Teaching in Higher Education: The Reflective Professional addresses key issues in the practice and theory of teaching and learning in the sector. The authors draw upon theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling the reader to critically reflect upon their teaching.

This book addresses the practice of learning and teaching within higher education. Higher education is currently a sector challenged worldwide by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance, thinning resources and the exacting demands of a global education market. This book brings together key issues of theory and practice to develop an overall professional 'language' of teaching situated within communities of academic practice. This 'language' provides teachers with a conceptual 'vocabulary' and 'grammar' for understanding and improving practice, enables them to critically reflect upon their teaching in a range of key 'genres'

Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy. Rather than a list of "right answers," essays in this important resource integrate discussion and individual reflection to support educators to enhance skills for responding effectively to racial, cultural, and social difference in their personal and professional contexts. This book is as an excellent starting point or further enrichment resource to accompany program or institutional diversity and inclusion efforts.

This book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.

Praise for the previous edition: “This is a passionate and practical book” Teaching in Higher Education “This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.” Studies in Higher Education This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.

While a common goal of higher education is to improve student learning to prepare young adults for the professional, civic and personal challenges of their lives, few institutions have a model to facilitate these outcomes. Learning Partnerships offers a grounded theory and practical examples of how these objectives can be achieved at the college course, program, and institutional levels.The book takes as its foundation Marcia Baxter Magolda’s "Learning Partnerships Model" based on her seventeen-year longitudinal study of young adults’ learning and development from their undergraduate years through their thirties. Based on nearly a thousand participant narratives, the model offers an empirically grounded yet flexible approach to promote "self-authorship." Marcia Baxter Magolda describes the nature of self-authorship--its centrality to the learning goals of cognitive maturity, an integrated identity, mature relationships, and effective citizenship--and the Model.The book then documents examples of actual practice and the learning outcomes they have yielded. The settings include community college and undergraduate courses, exchange and internship programs, residential life, a Masters’ program, faculty development and student affairs organization.Learning Partnerships offers models for all educators--faculty and student affairs staff alike--who work to balance guidance and learner responsibility to prepare students for the complexity of the twenty-first century.

Learning Through Storytelling in Higher Education explores ways of using storytelling as a teaching and learning tool. When storytelling is formalized in meaningful ways, it can capture everyday examples of practice and turn them into an opportunity to learn - encouraging both reflection, a deeper understanding of a topic and stimulating critical thinking skills. The technique can accommodate diverse cultural, emotional and experiential incidents, and may be used in many different contexts eg formal/informal; one-on-one/group setting. The authors outline the different models of storytelling and explain how to make use of this technique and encourage a 'storytelling culture' within the workplace or in tutorial sessions. Academic yet accessible, this book provides a new perspective on learning techniques and will be a great asset to any educator looking to improve reflective practice.