Browsing by Author "Spiller, Dorothy"

Now showing items 1-5 of 8

  • Advocates for teaching: Reconceptualising the practice of teaching development in a university

    Spiller, Dorothy; Bruce Ferguson, Pip; Pratapsingh, Preetha; Lochan, Shant; Harris, Trudy (2010)
    Teaching development units have been provided at most Australasian and British universities over the last thirty years. Typically, units have provided workshops, courses and individual consultations in a variety of formats. ...
  • Enhancing postgraduate supervision through a process of conversational inquiry

    Spiller, Dorothy; Byrnes, Giselle; Bruce Ferguson, Pip (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2011)
    This paper outlines and begins to evaluate a process to build a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing ...
  • Learning from evaluations: Probing the reality

    Spiller, Dorothy; Harris, Trudy (2013)
    This paper reports on findings from a major New Zealand research project around staff perceptions of student evaluations of teaching. The main focus of this discussion is the insights that the research afforded into staff ...
  • Portfolio pointers: Preparing and presenting high quality teaching portfolios

    Spiller, Dorothy; Bruce Ferguson, Pip; Pender, Kelly; Honeyfield, Judith; Maxwell, Te Kahautu; Campbell, Alison (Ako Aotearoa, 2011-03)
    This goal of this project was to develop a set of guidelines for creating teaching portfolios for the Tertiary Teaching Excellence Awards or for other purposes. It includes key pointers to “getting started”, collecting ...
  • Promoting engagement and learning in first year university studies: The role of personalisation

    Stanley, Peter; Fraser, Cath; Spiller, Dorothy (Southern Institute of Technology, 2011)
    Student engagement in higher education can be conceptualised as involving three components: students’ social needs and circumstances, the cognitive characteristics of academic studies, and the prevailing institutional ethos ...