Learning and Teaching

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Although student retention, progression and completion in the UK are high by international comparison, surveys across seven institutions involving 1,574 students found that between 33% (1/3) and 42% (2/5) of students think about withdrawing from higher education (HE) (Thomas, 2012). This suggests that a significant minority of students consider leaving, and that there is scope to enhance the student experience. Research finds that high quality, student-centred learning and teaching makes a significant contribution to improving student engagement and belonging, and improves the success all students, especially those from non-traditional backgrounds (Crosling et al 2008, Thomas 2002 and Thomas 2012). This chapter discusses effective approaches to learning and teaching to engage a diverse student body.
Original languageEnglish
Title of host publicationSupporting student diversity in higher education: a practical guide
EditorsMichelle Morgan
Place of PublicationAbingdon
PublisherRoutledge
Pages211-227
ISBN (Print)9780415818230
Publication statusPublished - 1 Jul 2013

Fingerprint

Teaching
learning
student
student body
minority
education
experience

Keywords

  • Student retention and success
  • widening participation
  • student diversity
  • nontraditional
  • learning and teaching

Cite this

Thomas, L. (2013). Learning and Teaching. In M. Morgan (Ed.), Supporting student diversity in higher education: a practical guide (pp. 211-227). Abingdon: Routledge.
Thomas, Liz. / Learning and Teaching. Supporting student diversity in higher education: a practical guide. editor / Michelle Morgan. Abingdon : Routledge, 2013. pp. 211-227
@inbook{bbf6ed0b04994262be12abfebcd3b35f,
title = "Learning and Teaching",
abstract = "Although student retention, progression and completion in the UK are high by international comparison, surveys across seven institutions involving 1,574 students found that between 33{\%} (1/3) and 42{\%} (2/5) of students think about withdrawing from higher education (HE) (Thomas, 2012). This suggests that a significant minority of students consider leaving, and that there is scope to enhance the student experience. Research finds that high quality, student-centred learning and teaching makes a significant contribution to improving student engagement and belonging, and improves the success all students, especially those from non-traditional backgrounds (Crosling et al 2008, Thomas 2002 and Thomas 2012). This chapter discusses effective approaches to learning and teaching to engage a diverse student body.",
keywords = "Student retention and success, widening participation, student diversity, nontraditional, learning and teaching",
author = "Liz Thomas",
year = "2013",
month = "7",
day = "1",
language = "English",
isbn = "9780415818230",
pages = "211--227",
editor = "Michelle Morgan",
booktitle = "Supporting student diversity in higher education: a practical guide",
publisher = "Routledge",
address = "United Kingdom",

}

Thomas, L 2013, Learning and Teaching. in M Morgan (ed.), Supporting student diversity in higher education: a practical guide. Routledge, Abingdon, pp. 211-227.

Learning and Teaching. / Thomas, Liz.

Supporting student diversity in higher education: a practical guide. ed. / Michelle Morgan. Abingdon : Routledge, 2013. p. 211-227.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Learning and Teaching

AU - Thomas, Liz

PY - 2013/7/1

Y1 - 2013/7/1

N2 - Although student retention, progression and completion in the UK are high by international comparison, surveys across seven institutions involving 1,574 students found that between 33% (1/3) and 42% (2/5) of students think about withdrawing from higher education (HE) (Thomas, 2012). This suggests that a significant minority of students consider leaving, and that there is scope to enhance the student experience. Research finds that high quality, student-centred learning and teaching makes a significant contribution to improving student engagement and belonging, and improves the success all students, especially those from non-traditional backgrounds (Crosling et al 2008, Thomas 2002 and Thomas 2012). This chapter discusses effective approaches to learning and teaching to engage a diverse student body.

AB - Although student retention, progression and completion in the UK are high by international comparison, surveys across seven institutions involving 1,574 students found that between 33% (1/3) and 42% (2/5) of students think about withdrawing from higher education (HE) (Thomas, 2012). This suggests that a significant minority of students consider leaving, and that there is scope to enhance the student experience. Research finds that high quality, student-centred learning and teaching makes a significant contribution to improving student engagement and belonging, and improves the success all students, especially those from non-traditional backgrounds (Crosling et al 2008, Thomas 2002 and Thomas 2012). This chapter discusses effective approaches to learning and teaching to engage a diverse student body.

KW - Student retention and success

KW - widening participation

KW - student diversity

KW - nontraditional

KW - learning and teaching

M3 - Chapter

SN - 9780415818230

SP - 211

EP - 227

BT - Supporting student diversity in higher education: a practical guide

A2 - Morgan, Michelle

PB - Routledge

CY - Abingdon

ER -

Thomas L. Learning and Teaching. In Morgan M, editor, Supporting student diversity in higher education: a practical guide. Abingdon: Routledge. 2013. p. 211-227