Reflective Teaching in Higher Education

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:
- practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion.
- evidence-informed ’principles to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning.

This new edition gives greater coverage of contemporary topics, including: the climate and nature emergency; Generative Artificial Intelligence (GenAI) including ChatGPT; the use of digital education and digital capabilities following the global pandemic; consideration of the intended outcomes of higher education for students. This edition features a greater diversity of students, teachers, institutional and disciplinary contexts, and national/international settings. It includes updated case studies, reflective activities, and research briefings, drawing on literature from a broader range of countries.

reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society’s educational aims, and much more besides.

Paul Ashwin is Professor of Higher Education at Lancaster University, UK.

The author team: Margaret Blackie (Rhodes University, South Africa) David Boud (Deakin University, Australia) Susanna Calkins (Rosalind Franklin University of Medicine and Science, USA) Kelly Coate (Richmond American University, UK) Fiona Hallett (Edge Hill University, UK) Camille Kandiko Howson (Imperial College London, UK) Gregory Light (Northwestern University USA) Kathy Luckett (University of Cape Town, South Africa) Jan McArthur (Lancaster University, UK) Velda McCune (University of Edinburgh, UK) Iain McLaren (National University of Ireland, Ireland) Karen Mpamhanga (University of Hertfordshire, UK Rebecca Schendel (Boston College, USA)) Michelle Tooher (National University of Ireland, Ireland)