Overview

This book explores disciplinary teaching excellence through a diverse range of student-staff partnership research projects. Despite being a highly contested term, ‘teaching excellence’ is something that universities aspire to and are expected to have. However, the editors and contributors argue that not only are definitions of excellence often broad and generic, but they lack nuanced understandings of disciplinary excellence in higher education. This book begins by unpacking some of these contested definitions of teaching excellence, followed by a series of co-authored chapters produced by students and staff who have undertaken research projects where they examine teaching excellence in their respective disciplinary areas. These chapters demonstrate that teaching excellence may be better understood as a process of becoming that is achieved through partnership between teachers and students. This book will be of interest and value to students, educators, and policy-makers concerned about teaching excellence, as well as scholars of student-staff partnerships.

Full Product Details

Author:   Marion Heron ,  Laura Barnett ,  Kieran Balloo
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2021
Weight:   0.298kg
ISBN:  

9783030691608

ISBN 10:   3030691608
Pages:   208
Publication Date:   15 August 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Foreword; Charmagne Barnes Chapter 1: Preface Laura Barnett, Kieran Balloo, and Marion Heron  Chapter 2: Exploring ‘excellence’ in disciplinary contexts through student-staff partnerships  Laura Barnett, Marion Heron, Kieran Balloo, Malina Pricop and Sophie Williams Chapter 3: What teaching excellence means to undergraduate students in their discipline  Alfred Thumser and Julia Matyjasiak  Chapter 4: Evaluating teaching excellence from a disciplinary perspective  Charlotte Foreman and Ali Musawi Chapter 5: Exploring notions of excellence in tutorials and lectures within the discipline  Vasco Gabriel and Michelle Ly Chapter 6: Students as Co-Creators of Visual Mnemonics using LEGO: an evaluation of revision sessions using an adapted Lego® Serious Play® (LSP) methodology. Debbie Gooch, Rachel Stead, Daisy Haywood and Lewis Jerrom Chapter 7: Promoting student engagement with mandatory course requirements Lisa Blazhevski, Orlando Caetano Nicola Dallimore Chapter 8: Exploring teaching excellence in vocational training and acting: what role does it play in enabling student success?  Sam Digney and Ryan Anstey Chapter 9: Exploring how staff and students perceive captured content as a measure of teaching excellence Lauren Regan, Iman Ezidy and Faiz Addad Chapter 10: Improving the satisfaction of Chinese-educated students at a UK university Tom Bond and Kristy Yeung Chapter 11: International student collaborations to achieve teaching excellence in higher education Alireza Behnejad and Ramsha Saleem Chapter 12: Student-teacher partnership: a symbiotic co-creation of learning in Surrey International Institute (SII-DUFE) Jashim Khan, Tang Yuqing, Zhang, Yuheng, Yuan Yue Chapter 13: Creating ‘excellent’ partnerships: reflections from authors working in partnership  All Partner Authors, Laura Barnett, Kieran Balloo, and Marion Heron Chapter 14: Conclusion: Exploring pedagogic health of the university linked to teaching excellence using student-staff partnerships  Ian Kinchin

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Author Information

Laura Barnett is Lecturer in the Surrey Institute of Education, University of Surrey, UK. Her disciplinary background is in sociology and her research interests relate to everyday social experiences, inequalities and widening participation linked to learning and teaching in higher education.  Kieran Balloo was Lecturer in the Surrey Institute of Education, University of Surrey, UK. His disciplinary background is in psychology and his current research broadly explores the impact of students’ backgrounds and the university environment on their experiences of higher education. Marion Heron is Senior Lecturer in the Surrey Institute of Education, University of Surrey, UK. Her disciplinary background is applied linguistics and she currently researches in the area of educational linguistics. She has worked in a teacher education role in a variety of national and international contexts.

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