Resources List


Advisor of Studies: Code of Practice

Code of Practice

Advisor of Studies Resource documents

Assess and give feedback to learners (A3) SFELTE Reading List

Assess and give feedback to learners (A3)

Brown, S. (2015) Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan.

Brown, S. and Race, P. (2012) ‘Using effective assessment to promote learning’ in Hunt, L. and Chalmers, D. University Teaching in Focus: a learning-centred approach, Victoria: Australia, Acer Press, and Abingdon: Routledge

George, J and Cowan, J (1999). A Handbook of techniques for formative evaluation: Mapping the student’s learning experience. London: Kogan-Page.

Haines, C. (2004) Assessing Students’ Written Work: marking essays and reports. London: Routledge Nicol, D. J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education Vol 31(2), 199-218.

Race, P., Brown, S. and Smith, B. (2005, 2nd edition) 500 Tips on Assessment, London: Routledge.

Sambell, K., McDowell, L. and Montgomery, C. (eds) (2012) Assessment for Learning in Higher Education. Oxon: Routledge.

Sambell, K. (2010) Rethinking feedback in higher education: an assessment for learning perspective. Bristol: Higher Education Academy Education Subject Centre ESCalate.

Appropriate methods for teaching and learning in the subject area and at the level of the academic programme (K2) SFELTE Reading List

Cousin, G (2006) An introduction to threshold concepts. Planet 17, 4-5.

Cox, B. and Mond, D. (2010) Training in Teaching for New Staff in UK University Mathematics Departments,

*Kreber, C. (ed.) (2009) The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. New York: Routledge.

Schulman, L. (2005) ‘Signature Pedagogies in the Professions’, Daedalus, Vol. 134, No. 3, pp. 52-59.

Acknowledge the wider context in which higher education operates recognising the implications for professional practice (V4) SFELTE Reading List

BIS (Department for Business, Innovation and Skills) (2009) Higher Ambitions: The Future of Universities in a Knowledge Economy, London: BIS, (accessed 23 October 2015).

BIS (Department for Business, Innovation and Skills) (2011) Students at the Heart of the System, London: BIS, (accessed 23 October 2015)

Tomlinson, M. (2014) “Exploring the impacts of policy changes on student approaches and attitudes to learning in contemporary higher education: implications for student learning engagement”, York: The Higher Education Academy, es_student_experience.pdf (accessed 23 October 2015)






Developing as a Teacher in Higher Education

S, Weller, (2015) Academic Practice: Developing as a Teacher in Higher Eduaction

Design and plan learning activities and/or programmes of study (A1) – SFELTE Reading List

Barnett, R. and Coates, K. (2005) Engaging the Curriculum in Higher Education, Maidenhead, Open University Press, McGraw-Hill.

Biggs, J. and Tang, C. (2011, 4th edition) Teaching for Quality Learning at University. Maidenhead: Society for Research into Higher Education and Open University Press.

Biggs, J. (2003) Aligning teaching for constructive learning. Higher Education Academy. Available at: nstructing_learning (accessed 09 April 2015).

Butcher, C., Davies, C. and Highton, M. (2006) Designing learning: from module outline to effective teaching. New York, NY: Routledge.

Boud, D and Walker, D (1998) Promoting reflection in professional courses: The challenge of context.

Studies in Higher Education 23 (2), 191-206 8e7708929be2%40sessionmgr108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pbh&AN=8234 84

Marton, F., Hounsell, D., & N. Entwistle (1997) (Eds.) The Experience of Learning. Edinburgh: Scottish Academic Press, 2nd ed.

Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge Falmer.

Mortiboys, A. (2012, 2nd edition) Teaching with emotional intelligence: a step by step guide for higher and further education professionals. London: Routledge

Pegg, Ann, et al. (2012) Pedagogy for employability. Higher Education Academy. Available at:

Ramsden, P. (2003, 2nd edition) Learning to Teach in Higher Education. London: Routledge. Rust, C. and Gibbs, G. (1997) Improving Student Learning Through Course Design. Oxford: OCSD

Savin-Baden, M. and Howell Major, C. (2004) Foundations of problem based learning. Maidenhead: Open University Press

Develop effective learning environments and approaches to student support and guidance (A4) – SFELTE Reading List

(NB: see also the section below on technology enhanced learning, as learning environments can be virtual as well as physical).

Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a dynamic model for aligning supervisory style with research student development. Higher Education Research and Development 20 (1) 81-92.

Oblinger, D. (ed) (2006) Learning Spaces, Educause, (accessed 23 October 2015).

Nearly, M.  et al., (2010) Learning Landscapes in Higher Education, Lincoln, University of Lincoln, (accessed 23 October 2015).

Van Note Chism, N. and Bickford, D. (eds) (2002) “The Importance of Physical Space in Creating Supportive Learning Environments”: A special issue of New Directions for Teaching and Learning, (accessed 23 October 2015)

Wilcox, P., Winn, S. & Fyvie‐Gauld, M. (2005). ‘"It was nothing to do with the university, it was just the people": the role of social support in the first‐year experience of higher education’, Studies in Higher Education, 30:6, 707-722.

Wisker, G., Exley, K., Antoniou, M., and Ridley, P. (2008). Working one-to-one with students: supervising, coaching, mentoring and personal tutoring, Hampshire: Routledge



Equality and Diversity in Learning and teaching


Gunn, V., Morrison, J. and Hanesworth, P. (2015) Equality and diversity in learning and teaching at Scotland’s universities - Trends, perspectives and opportunities. York: Higher Education Academy.

Enhancing Learning and Teaching in HE

A good overview which makes explicit links with the UKPSF

* Lea, J. (ed) (2015) Enhancing Learning and Teaching in HE: Engaging with the dimensions of practice. Maidenhead, McGraw-Hill

Engage in continuing professional development in subjects / disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices (A5) SFELTE Reading List

Cleaver, E. Lintern, M. and McLinden, M. (2014) Teaching and Learning in Higher Education. London, Sage. (arrived as e-book 04/02/16)

Cousin, G. (2009) Researching Learning in Higher Education. London: Routledge.

Jones, J. (2010) ‘Building pedagogic excellence: learning and teaching fellowships within communities of practice’ in Innovations in Education and Teaching International, 47 (3):271-282.

Macdonald, R. and Wisdom, J. (2002) Academic and Educational Development: Research, Evaluation and Changing Practice in Higher Education (Staff and educational development series) SEDA.






How students learn, both generally and within their subject/disciplinary areas (K3) SFELTE Reading List

Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning styles and pedagogy in post-16 A Systematic and Critical Review. London: Learning and Skills Research Centre

Cousin, G.  (2010) Neither teacher-centred nor student-centred: threshold concepts and research partnerships, Journal of Learning Development in Higher Education (2): 1-9.[]=64&path []=41

Gardner, H. (2011) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Land, R., Cousin, G., Meyer, J.H.F. and Davies, P. (2005), ‘Threshold concepts and troublesome knowledge (3): implications for course design and evaluation’ in C. Rust (ed.), Improving Student Learning - diversity and inclusivity, Proceedings of the 12th Improving Student Learning Conference. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 53-64.


Middendorf, J. and Pace, D. (2004) ‘Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking’, New Directions for Teaching and Learning, 98: ( 1-12).

Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2008) ‘Learning Styles:  Concepts and Evidence’. Psychological Science in the Public Interest, 9 (3): 104-109.


Inclusive Teaching 

Internationalising higher education is important for institutions because it bolsters global reputation and supports achievement and progression in teaching and research

HEA Framework for internationalising higher education

Carroll, J. (2015) Tools for Teaching in an Educationally Mobile World. Abingdon and New York: Routledge.








Methods for evaluating the effectiveness of teaching (K5) SFELTE Reading List

Berk, R.A. (2005) ‘Survey of 12 strategies to measure teaching effectiveness’, International Journal of Teaching and Learning in Higher Education, 17, 1, pp. 48-62.

Hounsell, D. (2010) “Evaluating courses and teaching” in Fry, H., Ketteridge, S. and Marshall, S.

(2010) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd Edition). New York and London: Routledge, 198-211.






Personal Tutoring Guidance Documents

Additional resources

Personal Tutor Scheme: Code of Practice

Code of Practice

Promote participation in higher education and equality of opportunity for learners (V2) SFELTE Reading List

Basset, T. N. and Tomlinson, S. (2012) Social inclusion and higher education. Bristol: Policy Press

Barnett, R. (2014) ‘Conditions of Flexibility: Securing a more responsive higher education system’, York: The Higher Education Academy. (accessed 25 October 2015).




Respect individual learners and diverse learning communities (V1) SFELTE Reading List

Ryan, J. (2012) Cross-Cultural Teaching and Learning for Home and International Students:

Internationalisation of Pedagogy and Curriculum in Higher Education, Abingdon: Routledge.

Brown, Sally (2015) Learning, Teaching and Assessment in Higher Education: Global Perspectives. London and New York: Palgrave.

Carroll, Jude and Ryan, Janette (2005) Teaching International Students: Improving Learning for All, Abingdon and New York: Routledge

Gunn, V., Morrison, J. and Hanesworth, P. (2014) Equality and diversity in learning and teaching at Scotland’s universities York: Higher Education Academy

Harrison, Neill. (2015) ‘Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence.’ Teaching in Higher Education, 20:4, 412-430.

*Killick, David (2015) Developing the Global Student: Higher Education in an Era of Globalization. Abingdon and New York: Routledge.

*Leask, Betty (2015) Internationalizing the Curriculum. Abingdon and New York: Routledge.

Ryan, Janette (ed.) (2013), Cross-Cultural Teaching for Home and International Students (Abingdon and New York: Routledge, 2013


Student Engagement:

Staff working in partnership with students can help transform thinking about learning and teaching practices

Student Engagement – Toolkit for Leaders


Transforming Assessment

Engaging in a process of transforming assessment can have a positive impact upon student learning, as well as on student satisfaction.

Teaching Observations


Guidance from the University of Glasgow – link to follow

Technology Enhanced Learning

The use of technology to maximise the student learning experience is a vibrant area of interest across all tiers of global education.


Teach and/or support learning (A2) – SFELTE Reading List

*Ashwin, P. et al (2015) Reflective Teaching in Higher Education, Bloomsbury

Brookfield, S. (2005, 2nd edition).  Discussion as a way of teaching: tools and techniques for university teachers.  Buckingham: Open University Press.

Cannon, R. and Newble, D. (2000, 4th edition) A handbook for teachers in universities and colleges: a guide to improving teaching methods. London: Kogan Page

*Cook-Sather, A., Bovill, C. & Felten, P. (2014) Engaging students as partners in learning and teaching, Jossey Bass

Exley, K. and Dennick, R. (2004) Small Group Teaching: Tutorials, seminars and beyond.  London: Routledge Farmer

Exley, K. (2004). Giving a Lecture: from presenting to teaching. London: Routledge Farmer.

Fry, H., Ketteridge, S. and Marshall, S., (eds) (2015, 4th edition). A handbook for teaching and learning in higher education: enhancing academic practice. London: Routledge.

Hunt, L. and Chalmers, D. (2013) University teaching in focus: a learning-centred approach. Abingdon: Routledge

Johnson, D. and Johnson, F. (2013, 11th edition) Joining together – group theory and group skills. Edinburgh: Pearson.

Kuit, J. Reay, G. & Freeman, R. (2001) ‘Experiences of reflective teaching’. Active Learning in Higher

Education, Vol. 2 (2): pp.128-142

Larrivee, B (2000) Transforming Teaching Practice: becoming the critically reflective teacher

Reflective Practice 1 (3), 293-307

Moon, J. (2009) Making groups work. Higher Education Academy Education Subject Centre: ESCalate

Race, P. (2014, 3rd edition) Making learning happen, London: Sage.

Race, P. (2015, 4th edition) The Lecturer’s Toolkit. Abingdon: Routledge.< br> Revell, A. and Wainwright,E. (2009) What makes lectures unmissable? Journal of Geography in Higher Education 33 (2) 209-223.

Richardson, J.T.E. (2005). Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education. Educational Psychology, 25 (6), 673-680.

The implications of quality assurance and quality enhancement for academic and professional practice (K6) SFELTE Reading List

QAA website:

The use and value of appropriate learning technologies (K4) SFELTE Reading List

Bach, S. (2007) Online learning and teaching in higher education. Maidenhead: Open University.

Beetham, H. and Sharpe, R. (eds) (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. Oxon: Routledge.

Bennett, S., Maton, K., and Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.

*Carroll, J.  (2015) Tools for teaching in an educationally mobile world; Oxon: Routledge

Laurillard, D. (2002, 2nd edition) Rethinking University Teaching: a conversational framework for the effective use of learning technologies. London. Routledge Falmer.

Salmon, G. (2008) Podcasting for learning in universities. Maidenhead: Open University.

Salmon, G. (2011, 3rd edition) E-moderating: the key to teaching and learning online. London: Routledge Falmer.

Salmon, G. (2013). E-tivities: The key to active online learning.  Oxon: Routledge. 

Selwyn, N. (2010) Education and technology: key issues and debates. London: Continuum


Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3) SFELTE Reading List

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities for the Professoriate. Princeton University NJ: Carnegie Foundation for the Advancement of Teaching.

Chick, N., Hasssel, H., and Haynie, A. (2009), ‘“Pressing an ear against the hive”’ Reading Literature for Complexity’, Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Vol. 9, Number 3, pp. 399-422