Essential Texts

Please recommend texts or materials that you have found helpful.

If you read one thing Chickering Gamson’s ‘Seven principles for good practice in undergraduate education’ provides a good starting point for any good university teacher.

Top 10 articles on learner engagement

Learner Engagement Reading List – 10 places to start your reading on learner engagement.

The Learning Paradigm

The following articles address the idea of a learning paradigm and developing students as independent learners. The Eraut article discusses learning as a self-directed deliberative act by the learner.

Barr, R. and Tagg, J (1995). A new paradigm for Undergraduate Education From Teaching to Learning, Change, November, pp. 13-25.

Bass, R. (2012). Disrupting ourselves: the problem of learning in higher education. EDUCAUSE Review, March-April, pp. 23 – 33.

Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 – 136.

Thomas, L., Hockings, C., Ottaway, J., & Jones, R. (2015). Independent learning: student perspectives and experiences. York: Higher Education Academy. Available online at: https://www.heacademy.ac.uk/sites/default/files/independent_learning_final.pdf

Thomas, L. (2012). What works? – Student retention and success. Building student engagement and belonging in higher education at a time of change. York: Higher Education Academy. Online at: https://www.heacademy.ac.uk/sites/default/files/what_works_final

Teaching and learning – key books

The following are good texts relating to teaching and learning in higher education. You may already be familiar with them if you have done a PG Certificate in Learning & Teaching in HE.

Barrett, T & Moore, S. (2010). New approaches to problem-based learning: revitalizing your practice in higher education. London, Routledge.

Beetham, H. & Sharpe, R. (eds) (2007). Rethinking pedagogy for a digital Age: designing and delivering e-Learning London Routledge.

Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University, (2nd ed.) Maidenhead, Open University Press.

Bransford, J., Brown, A. & Cocking, R., eds (2000). How people learn: brain, mind, experience, and school, Expanded Edition. The National Academies Press. Available online at: https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

Fry, H., Ketteridge, S. & Marshall, S. (2009). A handbook for teaching and learning in higher education (3rd ed.) Abingdon, Routledge

Gibbs, G. (2010). Dimensions of Quality. York: HEA.

Jarvis, P. (2010) Adult Education and Lifelong Learning (4th ed.) Abingdon, Routledge

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

McDowell, L., Sambell, K. & Montgomery, C. (2011). Assessment for learning in higher education: a practical guide to developing learning communities. London, Routledge.

Marton, F. & Säljö, R. (1976). On qualitative differences in learning – I: Outcomes and process. British Journal of Educational Psychology, 46 (1) 4–11.

Race, P. (2010). Making learning happen (2nd ed.). London, Sage

Race, P. (2015). The lecturer’s toolkit: a practical guide to assessment, learning and teaching, 4th edition. London: Routledge.

Savin-Baden, M. (2007). A practical guide to problem-based learning online. London Routledge.

Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge University Press.

Yorke, M. & Knight, P. (2004). Self-theories: some implications for teaching and learning in higher education, Studies in Higher Education 29(1): 25–37.