Higher education, tertiary education Books

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Book SynopsisStarting Medical School can be incredibly daunting, and the transition to being a medical student can be enormously challenging. Medical School at a Glance is an accessible guide to help give you confidence and to gain a running start to your medical school training.Trade Review"Medical School At A Glance is a slim yet outstanding text that tells the new arrival to med-school not only how to survive, but how to thrive...Thomas has done an exemplary job at providing an insider�s view of the hallowed halls of the typical medical school, delivering this priestly knowledge in clear and concise prose via short chapters that convey important information without ever intimidating or overwhelming her reader. In turn, this is a book that any new or prospective medical school student cannot do without. Simply, anyone considering embarking on a career in the field needs to read this volume first to assess whether they are actually suited for the challenges that lie ahead." (The Electric Review, 23/03/2017)Table of ContentsPreface vii Acknowledgements vii Part I Starting medical school 1 1 Starting medical school 2 2 Medicine and surgery 4 3 Understanding medical training 6 4 Different learning mechanisms 8 5 Dealing with stress 10 6 Solving issues 12 Part II Learning important principles 15 7 Important common principles 16 8 Ethics 18 9 Communication skills and teamwork 20 10 Balance 22 11 Evidence-based medicine 24 12 Understanding guidelines 26 Part III Starting clinical activities 29 13 Behaving on the ward 30 14 Behaving in theatre 32 15 Behaving in clinic 34 16 Learning practical procedures 36 Part IV Assessing a patient 39 17 Approaching a patient 40 18 Approaching an unwell patient 42 19 Taking a history 44 20 Examining a patient 46 21 Assessing a patient’s hydration 48 22 Assessing a patient’s nutrition 50 Part V Considering and managing a patient 53 23 Investigations 54 24 Considering diagnoses 56 25 Presenting a patient 58 26 Consent and capacity 60 27 Breaking bad news 62 28 Prescribing 64 29 Documentation 66 30 Discharge planning 68 31 Managing the acutely unwell patient 70 Part VI Completing medical school 73 32 Examinations 74 33 Electives and special study modules 76 34 Understanding foundation school 78 35 Understanding later training 80 36 Other uses for medical degrees 82 37 First day as a doctor 84 Further reading Index

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Book SynopsisJan Sellers is a labyrinth facilitator and freelance lecturer, having recently retired from her role as Creative Learning Fellow at the University of Kent, UK.Bernard Moss is Emeritus Professor of Social Work Education and Spirituality at Staffordshire University, UK.Table of Contents1. Introduction: The Heart of Learning; Jan Sellers PART I: FIRST STEPS Poetry from the Labyrinth: 1, Boat; Victoria Field 2. Treading Lightly: Learning, Art and Landscape; Jill Raggett and Steve Terry 3. Masking Tape and Magic: How to Draw and Make Low-cost Labyrinths; Jeff Saward 4. Setting Up and Sharing: Introducing Labyrinth Practice in Two University Settings; Debbie Holley 5. Adding a New Dimension to Design; Katja Marquart 6. Case Study: Labyrinths and Learning Reflections from a Research Engineer; Faye Thomsit-Ireland 7. Transformative Learning: Introducing the Labyrinth across Academic Disciplines; Diane Rudebock PART II: TEACHING AND LEARNING PERSPECTIVES Poetry from the Labyrinth: 2, Choice; Victoria Field 8. Research and the Labyrinth in Higher Education; John Rhodes 9. Introducing Reflection to Health-care Students: Curriculum Development and the Labyrinth; Jayne Dalley-Hewer and Joanne Opie 10. Reflection: On Walking the Labyrinth, a First-year Student's Response; Mustafa Jaafir 11. Twists and Turns in Staff and Educational Development; Bernard Moss and Jan Sellers 12. Case Study: Volunteers, Goodwill – and Chickenfeed; Jan Sellers 13. Case Study: A Creative 'Away Day' for Mid-Project Evaluation; Emma Dawson Varughese 14. Towards Medical Practice: A Mindful Journey; Helen Malcolm 15. Case Study: Loss and Grief in Social Work Practice; Bernard Moss 16. Case Study: Writing and Walking the Labyrinth; Sonia Overall 17. Case Study: The Power of the Labyrinth – An 'AcrossRCA' Inter-Disciplinary Project; Qona Rankin 18. Finger Labyrinth Research: Tracing a Path to Resilience, Concentration and Creativity; Nina Johnson 19. Case Study in Imagination: Drawing the Labyrinth; Liz Whitney 20. A Semester Within; Fran Grace PART III: CAMPUS AND COMMUNITY Poetry from the Labyrinth: 3, Pilgrim; Victoria Field 21. Chaplains: Labyrinth Pioneers; Di Williams 22. The Hero's Journey of First Generation and Low Income Students: On the Quest for Student Success; Michelle Bigard 23. Creating a Space for Play: A Counsellor's Perspective; Maggie Yaxley Smith 24. 'Moving Memory': Dance, Theatre, Community; Jayne Thompson 25. Case Study: A Library Labyrinth and Reflective Garden; Ellen Schultz, Michelle Filkins and Jennifer DeJonghe 26. Enterprise and Arts: Creative Interventions with the Labyrinth; Alex Irving PART IV: MOVING FORWARD Poetry from the Labyrinth: 4, Leaving; Jan Sellers 27. Resources for Teaching and Learning; Kimberly Saward 28. Conclusion: Vision and Journey; Bernard Moss Index.

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Book SynopsisThe book addresses the need to reconsider the relation between university and society, a debate that has been going on from the Middle Ages to Kant, Humboldt, Newman, and beyond. Hans Schildermans builds on the philosophy and theory of higher education, drawing on the work of John Dewey, Donna Haraway, William James, Bruno Latour, Martin Savransky, Isabelle Stengers and Alfred North Whitehead. In relation to the study practices of the Palestinian experimental university Campus in Camps', he develops the concept of an ecology of study to approach the relation between university and society from a new angle. The book avoids the two positions that are traditionally defended, namely the idea of the autonomous university where research and teaching are performed in freedom and solitude' on the one hand, and the capitalized university that produces useful knowledge on the other hand. Schildermans emphasizes the importance of study practices as a site of resistance against current neoliberal Trade ReviewThe book’s strength is its use of philosophy of science to rethink what is one of the largest failed institutions of our times ... [T]his book is a fascinating and useful read for anyone seriously interested in decolonizing the university, particularly from a philosophical and/or practice perspective. * Journal of Palestine Studies *The contemporary university is in ruins. Any probable future seems bleak. Yet by asking us to pay attention to the ecologies of study of those who have learned how to learn anew amidst the ruins, Schildermans' wonderfully speculative book renders us alive to the possibility of composing the University otherwise in spite of all! * Martin Savransky, Senior Lecturer in the Department of Sociology, Goldsmiths, University of London, UK *Experiments come alive through practices, and practices are made into a pedagogy of study through resistance, reclaiming and relay. This is the proposition that orients Hans Schildermans' Experiments in Decolonizing the University, a committed process philosophical approach to modes of study that are decolonial in their call for other ways of living and learning. Reclaiming the university as an ecology of study, Schildermans' spirited call to “stay with the trouble” asks that we imagine “another mode of inhabiting,” surpassing the limits of the current university in ruins. * Erin Manning, Professor in the Faculty of Fine Arts, Concordia University, Canada *Universities in ruins, students in debts, classes on Zoom, precariousness across the board: there is much to lament in today’s academic institutions. And yet, beyond victimization and normalization, beyond ideas and administration, there is much to rejoice in the common practices of study that are constantly reinvented against all odds. From Bologna in the Middle Ages to present-day Palestine, from the undercommons of US campuses to the Improvised Educational Devices of refugee camps, Hans Schildermans relays and reassembles Whitehead, Stengers, Haraway, Harney and Moten, methodically to sketch out a multisecular survey of our collective intelligence, providing us with a most useful toolkit and a most precious roadmap towards an ecology of study that is always already there, always to be reclaimed. Clear and succinct, pragmatic and reflexive, rigorous and inventive, free of polemics as well as of complaints, hitting a perfect balance between principles and examples, this most generous and welcoming book blows an inspiring breath of fresh air on all those of us who feel locked-down in the colonization of the university. * Yves Citton, Professor in Literature and Media, University Paris 8, France, and co-editor of Journal Multitudes *The University is in ruins; long live the University! Let’s make it a place of study, of experimentation in the art of living together, of careful invention, of collective renewal. For all who would join in reclaiming the University for the future, Hans Schildermans is a generous and inspiring guide. * Tim Ingold, Professor Emeritus of Social Anthropology, University of Aberdeen, UK *Mobilizing practice, study, and ecology as its key concepts, Hans Schildermans’ book experiments with new possibilities of the university as an ecology of study practice beyond the grips of capitalism and idealism. It is a magical “zigzag movement” in movement and a beautiful story in re-telling. * Weili Zhao, Assistant Professor, The Chinese University of Hong Kong, Hong Kong *Table of ContentsPreface and Acknowledgments 1. Introduction: Inhabiting the Ruins of Excellence Part 1 Inside the Studiers’ Workshop: The Invention of the University and the Challenge of the Sciences 2. The University in the Middle Ages: On the Invention of a New Use of Reason 3. How to Learn Something New?: The Place of Scientific Practices at the University Part 2 Campus in Camps: An Experimental University in a Palestinian Refugee Camp 4. Beyond Victimization and Normalization: On Questioning Situations and Studiers’ Obligations 5. Becoming Response-Able: Inquiring into the Requirements of a Practice of Study Part 3 A Home of Adventures: Whitehead’s Account of the University and its Relation to the Future 6. The Studiers’ Constraint: Whiteheadian Adventures and Matters of Study 7. Making Other Futures Possible: Toward a Pedagogy of Study Practices Notes Bibliography Index

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Book SynopsisKumari Beck is Associate Professor and Co-Director, Centre for Research on International Education at Simon Fraser University, Canada.Roumiana Ilieva is Associate Professor in the fields of applied linguistics and second/additional language education at Simon Fraser University, Canada.

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Book SynopsisThis Handbook illustrates that universities per se and higher education in general are essential to catalyze and action the transformative change needed for sustainability and delivery of the Sustainable Development Goals. Part One shows how sustainability can be adopted as a driver of change within higher education institutions (HEIs), as they react and respond to influencing factors outside the academy. Part Two examines how a university working with and for sustainability can influence, effect and amplify change beyond the institution, working with and through others.International contributors explore regional, national and international perspectives, presenting a variety of critically assessed accounts case studies that reflect different local and national contexts, institutional archetypes and academic missions. Frameworks of sustainability-led transformation are illustrated at the level of the institution (executive/administrative), organization, culture,

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Book SynopsisThe rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere and to realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers, medics and researchers. Designbased research, learner contributions, survey responses and interviews with these learners demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge.Innovative online learning of this kind can help universities contribute to the global public good by achieving high quality learning at scale. The open online platforms being used in the book widen global access to professional education and create more porous boundaries between universities and the wider community. This is critical for achieving, for exa

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Book SynopsisMany contemporary commentators present a damning account of the current state of higher education, to the extent that our universities may be considered to be broken. This book offers an alternative perspective to the dominant neoliberal discourse and provides the conceptual tools to help construct a trajectory of repair for our universities. These ideas are presented within this book as five moves to transform our current pathological situation and develop towards a more healthy and sustainable ecological learning environment. In this book, Ian Kinchin draws upon a wide range of sources from the philosophy of education, biological and clinical sciences as well as educational research and academic development. This alternative ecology of ideas presents a challenge to university leaders and asks if we care enough about the future of our universities to encourage an evolution of practice that deals sustainably with the wicked problems our universities face in the coming century. It describes a move towards an ecological university. The book includes a foreword written by Martyn Kingsbury, Professor of Higher Education and Director of the Centre for Higher Education Research and Scholarship, Imperial College London, UK.

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Book SynopsisManja Klemencicis Associate Senior Lecturer on Sociology and General Education in the Department of Sociology, Faculty of Arts and Sciences, Harvard University, USA and Visiting Professor of Higher Education at Faculty of Education, University of Ljubljana, Slovenia. She is Co-Editor of the book series Understanding Student Experiences in Higher Education (Bloomsbury), Co-Editor of Higher Education Dynamics and Joint Editor-in-Chief of the European Journal of Higher Education.

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Book SynopsisKaren Gravett is Associate Professor in Higher Education at the University of Surrey, UK.

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Book SynopsisThis book examines university teaching to encourage a move away from the singular lens of neoliberalism towards more a pluralistic stance that inspires a healthy diversity of theories and practices. University teaching is dominated by neoliberal cultures of measurement, consumerism and deficit, generating a monocultural narrative that disenfranchises the higher education teaching community. Collaborative communities of support are now perceived as performative regimes of surveillance, and existing injustices in the education system have been amplified by institutional responses to the COVID-19 pandemic. This book offers a reappraisal of the current state of university teaching, and re-imaginings of potential futures. Inspired by emerging perspectives in educational research and building upon Biesta's notion of the rediscovery of teaching', the book encourages an escape from accepted wisdom, liberating teaching from the bonds of reductive binary and linear thinking, and accept

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Book SynopsisReflective 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.

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Book SynopsisAline Courtois is Reader in the Department of Education at the University of Bath, UK, and co-editor of the journal International Studies in Sociology of Education. She holds a PhD in Sociology from University College Dublin and Paris 1 Panthéon-Sorbonne. She is the author of Elite schooling and social inequality: privilege and power in Ireland's top private schools (2018).Simon Marginson is Professor of Higher Education at the University of Oxford (emeritus) and Professor of Higher Education at the University of Bristol, UK. He is also joint Editor-in-Chief of Higher Education. He is an Honorary Professor at Tsinghua University in China, a Professorial Associate of the University of Melbourne, Australia, a Fellow of the British Academy, the Academies of Social Sciences in the UK and Australia, and a Member of Academia Europaea.Catherine Montgomery is Professor of Education and Deputy Executive Dean Global at Durham University, UK. Catherine is Editor for Compare: Journal of International and Comparative Education. She is Affiliated Faculty in the Centre for Higher Education Internationalisation at Universita Cattolica del Sacro Cuore, Milan, and Affiliated International Expert for the China Research Network at Monash University, Australia.Ravinder Sidhu is Associate Professor of Education in the School of Education at the University of Queensland, Australia. Her research interests are in higher education, critical studies of internationalisation and postcolonial studies.

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Book SynopsisPaul Ashwin is Professor of Higher Education, Lancaster University, UK. He is Deputy Director of the Centre for Global Higher Education (CGHE).Margaret Blackie is Associate Professor in the Centre for Higher Education Research, Teaching and Learning, Rhodes University, South Africa.Jennifer Case is Professor and Head of the Department of Engineering Education, Virginia Tech, USA.Jan McArthur is Senior Lecturer and Head of the Department of Educational Research, Lancaster University UK.Nicole Pitterson is Assistant Professor in the Department of Engineering Education at Virginia Tech, USA.Reneé Smit is the director of the Centre for Research in Engineering Education (CREE) at the University of Cape Town based in South Africa.Ashish Agrawal is Assistant Professor, College of Engineering Technology, Rochester Institute of Technology, USA.Kayleigh Rosewell is Senior Research Associate in the Department of Educational Research, Lancaster University, UK.Alaa Abdalla is post-doctoral research in the Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, the Netherlands.Benjamin Goldschneider is Assistant Professor in the School of Engineering and Applied Science, University of Virginia, USA.

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