Page 6 - In_at_the_Deep_End_Document
P. 6

INTRODUCTION
One way or another, many colleagues start their teaching careers in higher education by getting ‘thrown in at the deep end’. For many, within weeks or sometimes even days of taking up their posts, there are lectures to be given, assessments to be created, tutorials
to run, seminars to lead, marking of students’ work to be done, and so on. Sometimes they face one or more of these prospects without having had any opportunities to learn how to tackle such challenges.
WHY USE THIS GUIDE
Relevant staff development opportunities may indeed exist, but not always in time for those critical  rst experiences of teaching or assessing. You may have extensive experience of the subjects you’re about to teach, and perhaps years of experience in industry in a relevant  eld - but you might still now feel you are going ‘in at the deep end’ concerning teaching, learning and assessment.
There are countless books, articles, chapters, and papers in the literature about teaching, learning, assessment and feedback
in higher education - but for many people, especially in the  rst weeks of teaching, they have neither the time nor the energy available to consult all or even some of these materials. I’ve contributed several resources myself to this literature, notably ‘Making Learning Happen: 3rd edn’ (London: Sage, 2014) and The Lecturer’s Toolkit: 4th edn’ (London: Routledge, 2015), and this present resource is my attempt to cherry-pick and update some of the suggestions I’ve provided in such books, and  ne- tune them to the needs of those starting out now in teaching in higher education.
My aim, therefore, in this resource is to help you to cope well with those  rst few critical elements of your work in teaching in higher education. I hope, however, that this resource will then continue to be helpful to you as a practical guide to some of
the main things to keep in mind as you venture forth into your teaching career. I hope also that the tips, ideas and tactics in this resource may be useful to those already well-used to teaching in higher education and add some further insights and approaches to their repertoire. Alongside these, you may also wish to consult the suite of resources available from Heriot-Watt’s Learning and Teaching Academy, including the Watt Works in Learning and Teaching guides
All Heriot-Watt policies related to learning, teaching and assessment can be found here:
www.hw.ac.uk/services/academic-registry/quality/
learning-teaching/policy-bank.htm
This can be a useful reference point if you would like to  nd out more about institutional approaches and expectations.
6 IN AT THE DEEP END | LEARNING + TEACHING academy


































































































   4   5   6   7   8