1st Edition
The Artistry of Teaching in Higher Education Practical Ideas for Developing Creative Academic Practice
Introducing a fresh approach to conceptualising and actioning high quality teaching in Higher Education, this essential volume fills a gap in current literature by expanding beyond the mere ‘delivery’ of teaching. Instead, it offers an evidence-based discussion of ‘artistry’ and demonstrates how this may be applied successfully within a Higher Education setting to enable better student learning. Key concepts such as improvisation, embodiment, knowing oneself and one’s students, and a compassionate and relational approach to facilitating learning are unpacked throughout.
Filled with practical examples based on scholarship and experience from and applicable to a wide range of disciplines, The Artistry of Teaching in Higher Education is divided into three distinct parts which explore:
- Creativity, improvisation and context;
- Authenticity and professional identity;
- Developing the artistry of teaching.
An essential read for teachers, senior management, educational developers, and policy makers alike, this book acts as a call to action within Higher Education institutions to support and create space for learning, creativity and innovation, to the benefit of the development of their teachers’ expertise.
Part I: Creativity, Improvisation and Context
1: Taking the “art” in “artistry” literally: an art-based theory of teaching expertise
Mike Bryant
2: Blackholes and Revelations: understanding everyday creativity in higher education teacher practice
Sam Elkington
3: The embodied realm of teaching
Curie Scott
4: Love Expertise is . . . never having to say you are sorry: academic development and the artistry of improvisation
Jennie Mills, Jenni Carr, Natasha Taylor & Catriona Cunningham
5: The artistry of teaching as culturally self-aware, learning-centred, imaginative co-creation
Anna Santucci
Part II: Authenticity and Professional Identity
6: Authenticity in delivering contextual pedagogy and materials in cyber security
Abdullahi Arabo
7: Developing online communities of practice through relational pedagogy
James Layton
8: The MIPA model of professional identities of dance teachers: negotiating professional identities in and across higher education
Michelle Groves
9: From disciplinary expertise to academic artistry: the shifting professional identity, expertise and artistry of the programme leader
Jenny Lawrence
10: The many identities of a Learning Technologist (and how to make the most of them)
Evan Dickerson
Part III: Developing the Artistry of Teaching
11: Developing the artistry of teaching and approaches to learning: what we can learn from those teaching theatre improvisation
Petia Petrova, Shaun Mudd, Imogen Palmer & Stephen Brown
12: The characteristics of expertise in online teaching in higher education
Sarah Wilson-Medhurst & Mark Childs
13: Developing the artistry of language teaching through practitioner research
Anna Costantino
14: Facilitating in the moment: being ready for change
Lucy Nicholson, Ruth Spencer & Kerstin Wellhöfer
15: Professional development for artistry in higher education
15.1: To ‘toy with’, ‘think about’ and ‘experiment with’: teacher development programmes as space for developing the artistry of teaching: Emma Kennedy & Martin Compton
15.2: Developing teaching expertise for disciplinary contexts – building the bridges between institution and discipline perspectives: Jackie Potter & Moira Lafferty
15.3: “What’s in it for me?”: Professional Services Colleagues and Teaching Expertise: Sarah Floyd
15.4: Engaging in feedback dialogue to enhance expertise in healthcare teaching: Lucy Spowart & Tristan Price
15.5: Sketching new horizons: what does evaluation of staff development events tell us about developing expertise?: Charlotte Stevens
15.6: Building confidence through appreciative self-study: Caitlin Kight
Biography
Helen King is Professor and Director of Learning Innovation, Development & Skills at Bath Spa University, UK. Her career in educational development spans nearly three decades including leading roles within three UK universities and several UK-wide learning and teaching enhancement projects and organisations, and as an independent consultant collaborating nationally and internationally.
