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Helps teaching staff in designing, developing and adapting a course. This book covers important areas in course design, using illustrative examples, case studies, checklists, action points and general advice.

"First edition published by Routledge 2006"--T.p. verso.

Suitable for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom, this book covers a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures.

Outlines how to ensure fair, consistent and reliable assessment of practical activities. With a particular focus on formative feedback and its role in helping students to understand what is required of them, this guide presents advice, examples and case studies covering the key areas. It is aimed at new or part-time lecturers.

How should you prepare for the first day of class? How can you encourage all students to participate in discussions? How do you ensure disabled students can take part in field work? This book offers specific, practical advice on the issues that teachers encounter when teaching in a diverse classroom.

Suitable for new lecturers, this title equips them with the essential tools and guidance for delivering a successful lecture. It explains fresh developments along with the fundamentals of lecturing. It covers the basics on how to go about lecturing. It provides a chapter on podcasting and e-lecturing.

Communications and Information Technology (C & IT) is part of everyday life, including education. For teachers, however, keeping up to date with the various technologies that help support the learning process can be challenging. This book aims to meet those challenges.

Assessment is one of the most powerful tools in teaching yet it is rarely measured in effort, time and effectiveness and it is usually done alone and against the clock. This text aims to clarify the concepts and issues, which may make assessment difficult for teachers and students.

Based on the argument that, detailed and developmental formative feedback is the single useful thing teachers can do for students, this work helps to clarify the expectations of higher education. It promotes student learning through formative assessment and feedback, which enables self-assessment and reflection in learning.