ERIC Number: ED461328
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Preparation and Support for Part-Time Teachers in Higher Education: Case Studies of Departmental Practice.
Forster, Fred, Comp.; Thompson, Sheila, Comp.
This publication presents 14 departmental case studies of the preparation and support provided to part-time teachers in Scottish institutions of higher education. The case studies are grouped in four sections according to the category of part-time staff involved: practicing professionals (professional teaching assistants, lawyers, artists, and other practitioners); part-time tutors and teaching assistants; workplace supervisors; and demonstrators. An introduction to each section identifies the principles and commonalities of the support provisions detailed in the case studies from the following Scottish institutions: University of Strathclyde, the Robert Gordon University, University of Edinburgh, Queen Margaret College, and the University of St. Andrews. Case studies are drawn from the following fields: architecture and building science, law, art, mathematics and statistics, artificial intelligence, economics, government (politics), occupational therapy, health and nursing, pharmacy, biological and medical sciences, applied sciences, and geology. An article, "Departmental Preparation and Support for Part-Time Teachers: Principles of Good Practice" (David Nicol and Fred Forster) follows the case studies. Appendices include a summary of elements of good practice from the case studies; guidelines for postgraduate tutors from the University of Strathclyde, and the Code of Practice on Tutoring and Demonstrating from the University of Edinburgh. (DB)
Descriptors: Case Studies, College Faculty, Educational Practices, Faculty Development, Foreign Countries, Higher Education, Part Time Faculty, Staff Development, Standards
UCOSDA, Ingram House, 65 Wilkinson St., University of Sheffield, Sheffield, Scotland S10 2GJ, United Kingdom ($15). Tel: 0131 650 1000; e-mail: TLA.Centre@ed.ac.uk.
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Edinburgh Univ. (Scotland). Centre for Teaching, Learning and Assessment.; Universities' and Colleges' Staff Development Agency, Sheffield (England).; Committee of Vice Chancellors and Principals Administrative Training Committee of the Universities of the United Kingdom, London (England).
Identifiers - Location: United Kingdom (Scotland)