Resources

Bibliography

This is a preliminary review of research and theoretical literature on induction to teaching programs for university teachers. The literature found thus far discusses the groups of university that ought or are the target group for such programs. It also considers issues of theoretical orientation and logistics of structure and design of programs that address academics needs and considered whether they are focused on the important contemporary issues that confront higher education today. A third issues prevalent in the review is the evaluation of the impact of existing programs on the quality of teaching and learning and changes to existing teaching and assessment practices.
This is not an exhaustive literature review and it is not a critique at this point merely descriptive.

The EndNote Library is available to download.

Electronic Links

• Guidelines for Effective University Teaching
  Produced by the AVCC, these Guidelines for Effective University Teaching are based on research into teaching and learning, on good practices in institutions, and on criteria used in teaching awards, and in tenure and promotion procedures.
  http://www.avcc.edu.au/news/public_statements/publications/gleffut.htm
• UC Teacher: Education Program
  This document outlines a comprehensive UC Teacher: Education Program designed for staff involved in teaching at the University of Canterbury.
  http://www.erau.canterbury.ac.nz/acad%20dev/teacher_ed.htm
• VISIONS OF THE POSSIBLE: MODELS FOR CAMPUS SUPPORT OF THE SCHOLARSHIP OF TEACHING AND LEARNING
  This paper draws on comments made by Dr. Lee Shulman at meetings during November and December, 1999, bringing together research university Faculty and administrators interested in the advancement of teaching and the scholarship of teaching. The meetings were sponsored by the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), which works with campuses of all types through the Teaching Academy Campus Program, coordinated by CASTL's partner, the American Association for Higher Education (www.aahe.org). The models presented in this paper are, as suggested by its title, possibilities--which campuses will adapt, refine, and add to based on local circumstances.
  http://www.carnegiefoundation.org/eLibrary/docs/Visions.htm
• Improving Teaching and Learning in Science Laboratories: Linking Education Research To Practice
  This project will develop a resource package which will improve teaching and learning in science laboratory classes. The major objective is to produce an integrated resource collection designed to help laboratory teaching staff develop their teaching skills through a better understanding of the teaching/learning process
  http://chemistry.curtin.edu.au/CUTSD/labsci/project.html
• Preparing University Teachers Background Material
  Prof. Graham Gibbs of the Open University, UK, provided much of the initial material and impetus for the discussions in Deliberations on preparing university teachers. This background material on the topic was written for Deliberations when he initiated this section in 1996.
  http://www.lgu.ac.uk/deliberations/teachers/gibbs_index.html
• Academic staff development for new teaching and learning environments: the evolution of a web-based workshop
  Stakeholders in Australian university education provision have called for academic staff development in new technologies to be given serious and urgent consideration. In this paper it is argued that teachers who intend to engage their students in web-based learning first need to participate in an authentic online learning experience and practice themselves. Drawing on the work done with Faculty since1992 in virtual seminars and other online academic staff development activities, some simple reasons are given - grounded in some simple quantitative data - why organising the provision of such online learning experiences is proving to be problematic. The rationale and structure of a web-based workshop to be conducted later in 1997 is then outlined. The workshop is designed to address some of the identified problems. Throughout the paper, rather than offer summaries from the burgeoning literature, signposts are given to the work of colleagues found to be most useful .
  http://rilw.emp.paed.uni-muenchen.de/97/Jean.html
• The Pedagogy of the Impossible: The Role of Social Foundations in Initial Teacher Education in Australia
  In this paper, it is argued that the social foundations have an unquestionable place in initial teacher education (ITE) in Australia. However, it is suggested that given the limited impact of social foundational work as it is currently taught, teacher educators need to search for new, and more effective ways of presenting and teaching social foundations. Thus, the failure of social foundations to impact on preservice teachers’ racism, sexism, classism etc. is conceived as problem of content and pedagogy. This position is oppositional to the view that racism, sexism and the like are essential characteristics of preservice teachers. The latter view often used to justify the failure of social foundational subjects to impact significantly on preservice teachers.
  http://ultibase.rmit.edu.au/Articles/dec99/hutton1.htm
• Preparation for Teaching in Scottish Higher Education
  There is no statutory requirement that university lecturers are trained in teaching methods but many universities provide such courses for new staff. There is now increasing interest in ensuring that teaching in higher education is of a higher standard. This study, conducted by the Scottish Council for Research in Education, explored the provision for training in teaching methods available to new university staff
  http://www.scre.ac.uk/spotlight/spotlight55.html