UWA SPOT/SET Project

803) overall, this teacher has been an effective instructor

Discussion of, and suggestions for, effective teaching can be found in the following:

Cannon, R., & Newble, D. (2000). A Handbook for teachers in universities and colleges. A guide to improving teaching methods. London: Kogan Page.

Davis, B. G. (1985) Good teaching practices [World Wide Web]. University of California, Berkeley. Retrieved 9 December, 2002, from the World Wide Web: http://teaching.berkeley.edu/bgd/teaching.html

Davis, B. G., Wood, L., & Wilson, R. C. (1983). A Berkeley compendium of suggestions for teaching with excellence [World Wide Web]. The University of California. Retrieved 20 October, 2002, from the World Wide Web: http://teaching.berkeley.edu/compendium/index.html

McKeachie, W. (1999). Teaching Tips (10th ed.). Boston: Houghton Mifflin.

Foundations of University Teaching and Learning

Staff who are new to the university or who want to refine their teaching (and their students' learning) can attend the UWA course 'Foundations of University Teaching and Learning'.

Content includes:

• The learning environment.
• The students' perspective - how, what and why do students learn? Current international research on student learning and its implications for practice.
• What is good teaching? Teaching to promote student learning.
• Teaching methods, activities and practices such as designing and planning; lecturing; small group teaching; student assessment; evaluation of teaching.
• Tertiary teaching as critically reflective professional practice.

The programme aims to assist staff teaching at any level and in any subject area to develop an effective approach to teaching. You will have the opportunity to:

• lay a foundation for continuing professional and career development in teaching through critically reflective practice
• increase your awareness of a range of standards for, and informed alternatives to, conventional practice across many aspects of teaching
• gain knowledge of some of the major implications of contemporary student learning research for university teaching, student assessment and teaching evaluation
• refine, modify, or confirm existing conceptualisations of the nature of teaching and learning in higher education.

For further information contact the Centre for the Advancement of Teaching and Learning (x1577).