Teaching and Learning in Higher Education

Alan Booth draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice. Teaching History at University examines how high-quality history teaching and learning can be achieved in today's universities worldwide. This is an essential resource for university teachers and all those who are responsible for ensuring the quality of teaching and learning policies and practices within their institutions.

Teaching Dance Studies is a practical guide, written by college professors and dancers/choreographers active in the field, introducing key issues in dance pedagogy. Many young people graduating from universities with degrees - either PhDs or MFAs - desire to teach dance, either in college settings or at local dance schools. This collection covers all areas of dance education, including improvisation/choreography; movement analysis; anthropology; theory; music for dance; dance on film; kinesiology/injury prevention; notation; history; archiving; and criticism. Among the contributors included in the volume are: Bill Evans, writing on movement analysis; Susan Foster on dance theory; Ilene Fox on notation; Linda Tomko addresses new approaches to teaching the history of all types of dance; and Elizabeth Aldrich writing on archiving.

Graduate students already know what to teach when they begin teaching undergraduates, but often find they lack the knowledge of how to teach it. Teaching Music in Higher Education is the only book designed specifically to help graduate students in music teach undergraduates (both music- and non-music majors). Covering all aspects of the process - from the first class taught through obtaining tenure and promotion - this book effectively answers a host of questions that beginning instructors are likely to have. The authors emphasize innovation and learner-centered pedagogy, stressing a teaching style tailored to meet individual student needs. Beginning music instructors learn how to organize and explain materials in ways appropriate to students' abilities; create an environment for learning; help students become autonomous self-regulated learners; and reflect upon and evaluate their own teaching. This book shows graduate students how to accomplish all of these goals and more.