Peer-assessment of group work in a large class: development of a staff and student friendly system

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The scholarship of teaching and learning: a university teacher learning community’s work in progress1

The understanding of Scholarship of Teaching and Learning (SoTL) has raised debate amongst many academics employed in Higher Education (HE). One way of exploring the issues surrounding SoTL in academic institutions has been through the establishment of learning communities (LCs). Very popular in HE establishments within the United States of America, LCs allow a comfortable environment in which academic staff may explore ways to develop professional scholarship in relation to individual disciplines. This can be achieved through sharing of ideas and fostering a multidisciplinary approach to SoTL by establishing contact with other academics who may not otherwise have the chance to meet.This paper examines the experience of exploring SoTL at the start of a newly formed LC that is composed of a relatively new breed of academic staff, entitled ‘University Teachers’ (UTs), at the University of Glasgow, Scotland. This LC, believed to be one of the first in existence in HE in the UK, will allow a diverse group of academics to explore SoTL in a community environment. This article explores the issues arising in the establishment of the newly formed LC, as well as raising the question of the potential impact of the LC on university policy for SoTL and UTs

The scholarship of teaching and learning: a university teacher learning community’s work in progress1

The understanding of Scholarship of Teaching and Learning (SoTL) has raised debate amongst many academics employed in Higher Education (HE). One way of exploring the issues surrounding SoTL in academic institutions has been through the establishment of learning communities (LCs). Very popular in HE establishments within the United States of America, LCs allow a comfortable environment in which academic staff may explore ways to develop professional scholarship in relation to individual disciplines. This can be achieved through sharing of ideas and fostering a multidisciplinary approach to SoTL by establishing contact with other academics who may not otherwise have the chance to meet.This paper examines the experience of exploring SoTL at the start of a newly formed LC that is composed of a relatively new breed of academic staff, entitled ‘University Teachers’ (UTs), at the University of Glasgow, Scotland. This LC, believed to be one of the first in existence in HE in the UK, will allow a diverse group of academics to explore SoTL in a community environment. This article explores the issues arising in the establishment of the newly formed LC, as well as raising the question of the potential impact of the LC on university policy for SoTL and UTs

From anxiety to empowerment: a Learning Community of University Teachers

Increasing numbers of ‘teaching-only’ staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engage in scholarly activity as part of their conditions of employment. For many this scholarly activity equates to the Scholarship of Teaching and Learning (SoTL). In an attempt to support this growing body of staff in their engagement with SoTL, a year-long Learning Community (LC) was formed. This paper outlines the activities of the LC and presents the outcomes of a collaborative project to explore its members' experiences. We describe the developmental process of LC membership and consider the parallels between our findings and theories of social capital and transformative learning. We conclude with a consideration of how LCs might be used as an engaging form of academic staff development

African Musicology: Current Trends, Volume 2

A festschrift to celebrate the work and contributions of J. H. Kwabena Nketi

African Musicology: Current Trends, Volume 2

A festschrift to celebrate the work and contributions of J. H. Kwabena Nketi

African Musicology: Current Trends, Volume 2

A festschrift that celebrates that the work and contributions of J. H. Kwabena Nketia