Katarina Mårtensson

Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. 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 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 - evidence-informed 'principle's 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 In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of:- What is meant by 'agency'- Gender, ethnicity, disability and university teaching- Digital learning spaces and social media- Teaching career development for academics- Decolonising the curriculum- Assessment and feedback practices- Teaching excellence and 'learning gain'- 2015 UN General Assembly 2030 Agenda for Sustainable Developmentreflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society’s educational aims, and much more besides.

Center for Engaged Learning Open Access Book Series Series Editors: Jessie L Moore and Peter Felten The SoTL Guide is a practical, accessible, and engaging book that explicitly guides readers through clear steps to develop their own scholarship of teaching and learning (SoTL) project. The book is applicable to readers from across disciplines, nations, career stages, and familiarity with SoTL through clear language, defined terms, uncovered assumptions, and practical, illustrative examples. The authors invite readers to share an expansive and inclusive view of what "doing SoTL" might mean, which they see as beginning before even thinking about a project and extending well after a project is "finished." The book is also more than a step-by-step manual for doing SoTL; it will help readers more broadly understand what SoTL is and does, and why. The book explores the important, intermediate aspect of improvement in SoTL: the improvement of oneself as a professional academic teacher, of one's teaching practices, and most importantly of one's students' learning. The authors argue for the important "going public" part of SoTL as an act of goodwill and generosity-as potential for collective improvement. What People Are Saying "Whether you're new to the scholarship of teaching and learning or an old hand, this book should be on your (virtual) shelf. Shaped by the experience of three of the field's most thoughtful-and welcoming-practitioners, it brings together examples and insights from the last several decades while also holding up an ambitious vision for future work, work with the potential for changing the culture of higher education itself. In short, The SoTL Guide is a gift from the field to the field, and a great pleasure to read."- Pat Hutchings, Senior Scholar, National Institute for Learning Outcomes Assessment (NILOA), and Senior Scholar, Bay View Alliance (BVA) "The SoTL Guide is much more than a manual-it is an invitation to rediscover the human, ethical, and transformative essence of the Scholarship of Teaching and Learning. Chick, Felten, and M rtensson weave wisdom, humility, and relational scholarship into a generous roadmap that connects inquiry, identity, and community. This book reorients SoTL toward its deepest purpose: to cultivate meaning, dignity, and public good in higher education. For those of us in the Global South, it resonates as a call to make SoTL a collective act of care and justice." - Oscar Jerez Ya ez, Associate Professor in the Department of Health Sciences Education and Director of the Teaching and Learning Center, School of Medicine, University of Chile "The authors have adeptly threaded the needle of providing rich content that will appeal to both SoTL-curious readers and to deeply SoTL-embedded scholars looking to reflect on their methods, assumptions, and practices. As authors from different cultural and institutional contexts, they highlight how these contextual factors have shaped their own SoTL journeys and practices, and by highlighting a wide range of scholars across contexts and countries, they have meaningfully broadened the SoTL author "set" that is commonly featured in SoTL dialogue." - Sarah Bunnell, Director of the Center for the Advancement of Teaching and Learning and Associate Professor of Psychology, Elon University

Humanistiska och teologiska fakulteterna vid Lunds universitet anordnar med jämna mellanrum högskolepedagogiska inspirationskonferenser för sin undervisande personal. Syftet med dessa konferenser är att inspirera till erfarenhetsutbyte och diskussion om undervisning och lärande. I denna antologi har vi samlat tretton bidrag som presenterades vid 2012 års inspirationskonferens. Här möter goda och insiktsfulla idéer om undervisning och exempel på praktisk tillämpning av dessa. I antologin diskuterar lärare vid Humanistiska och teologiska fakulteterna bland annat frågor som rör studenternas självstudier, examinationens utformning och studenters lärande, handledning som pedagogisk utmaning och studenternas lärande i ett ämnesdidaktiskt perspektiv.

Humanistiska och teologiska fakulteterna vid Lunds universitet anordnar med jämna mellanrum högskolepedagogiska inspirationskonferenser för sin undervisande personal. Syftet med dessa konferenser är att inspirera till erfarenhetsutbyte och diskussion om undervisning och lärande. I denna antologi har vi samlat nio bidrag som presenterades vid 2014 års inspirationskonferens. Här möts teoretiskt grundade resonemang om undervisning och exempel på praktisk tillämpning av dessa. I antologin diskuterar lärare vid Humanistiska och teologiska fakulteterna bland annat frågor som rör studieplanering, bedömning, undervisningsformat och metoder som främjar djupinlärning samt etiska och känslomässiga perspektiv i olika lärsituationer.

Humanistiska och teologiska fakulteterna vid Lunds universitet anordnar vartannat år en högskolepedagogisk inspirationskonferens för sin undervisande personal. Syftet med dessa konferenser är att inspirera till erfarenhetsutbyte och diskussion om undervisning och lärande. I denna antologi har vi samlat elva bidrag som presenterades vid 2016 års inspirationskonferens. Rubriken för konferensen var »pedagogiska dilemman« och i princip alla antologibidrag tangerar på ett eller annat sätt detta ständigt aktuella tema. I antologin diskuteras olika utmaningar som man som universitetslärare inom humaniora och teologi har att hantera. Det kan till exempel handla om att välja relevanta examinationsformer, att hantera bristen på kontakttid mellan student och lärare, att driva kursutvecklingsprojekt eller att undervisa disciplinöverskridande. En av artiklarna är författad av den erkände norske pedagogikprofessorn Gunnar Handal och handlar om »kollegaveiledning« och formerna för ett tillitsfullt kollegialt samtal om undervisning.