(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context

40 years of tourism studies – a remarkable story

The formal study of tourism as a distinct subject in the academy is about 40 years old, the same age as Tourism Recreation Research. Over these 40 years, it has shown remarkable growth and development and in the process has changed and adapted. This paper, drawing inter alia on the author's own 40 years in the tourism academy and on his writings over the period, plots the past, present and future of tourism studies. The paper begins with the vocational origins and the rapid changes that brought tourism to a kind of maturity to take its place alongside other social sciences as a subject for research and teaching. It then explores the tensions and challenges that it has faced in more recent years as global competition has forced universities to focus more on their finances and reputations. In this environment, influenced by performance against various metrics, the position of tourism in the academy has been challenging. The paper then turns to consider the current problems created by a metrics driven agenda and how there is an opportunity for tourism to meet the needs of a post-industrial world by focusing not on immediate metrics but on the characteristics that tourism offers as a complex area of study

Future development of CNAA's academic policies at undergraduate level Consultative paper

SIGLELD:GPB-2894 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Review of environmental science courses

Committee for Life SciencesAvailable from British Library Document Supply Centre- DSC:3480.364(CNAA-VAL--148) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Case studies in student-centred learning

SIGLEAvailable from British Library Document Supply Centre- DSC:3287.30748(CNAA-PR--36) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Progress and performance in higher education A report on performance of monitoring of 'standard' and 'non-standard' entrants to undergraduate courses

SIGLEAvailable from British Library Document Supply Centre- DSC:3287.30748(CNAA-PR--34) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Review of special educational needs in initial and inservice teacher education courses

Committee for Teacher EducationSIGLEAvailable from British Library Document Supply Centre- DSC:3480.364(CNAA-VAL--151) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Opening up the debate Assessment of management competences; a summary report on the dissemination workshops

SIGLEAvailable from British Library Document Supply Centre- DSC:q93/18450 / BLDSC - British Library Document Supply CentreGBUnited Kingdo