Enhanced descriptions from Syndetics:

"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner."
British Journal of Educational Technology

"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen."
John Biggs, Honorary Professor of Psychology, University of Hong Kong

"This is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacher...The book is unique because it is written in a very personal manner, with a sharing of the author's varied experiences and great enthusiasm for the processes of teaching and communication."
Jenny Moon, Bournemouth Media Centre and Independent Consultant

"[Cowan's] innovative approach to the authorship of a well researched and practical book is worthy of particular mention...Practitioners that are keen to allow spaces for innovative approaches to professional development in learners will find this text readable and thought provoking."
Teaching in Higher Education

On Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.

In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.

This is key reading for all university teachers, whether new or experienced, who want to revitalise their teaching.

Table of contents provided by Syndetics

• Preface: Why did I write this book? (p. x)
• 1 Introduction (p. 1)
• On the structure of this text (p. 1)
• Using questions to focus my inputs (p. 1)
• Working from examples and generalizing (p. 2)
• Using everyday language (p. 5)
• Summary (p. 6)
• 2 What is Meant in Education by 'Reflecting'? (p. 9)
• Outline (p. 9)
• Example 2.1 Developing enquiry skills (p. 9)
• Example 2.2 Mastering algorithmic procedures (p. 11)
• Example 2.3 Study skills for isolated and inexperienced students (p. 12)
• Example 2.4 'Unpicking log-jams' (p. 15)
• Example 2.5 Piloting reflective review (p. 19)
• Example 2.6 Concentrating on one's own priorities (p. 22)
• Example 2.7 Assessing your own work (p. 24)
• Other examples (p. 25)
• Non-examples (p. 25)
• Generalization (p. 26)
• Some second thoughts (p. 27)
• 3 What Does Reflection Have to Offer in Higher Education? (p. 29)
• Outline (p. 29)
• Example 3.1 Reflective learning activity in mathematics (p. 30)
• Example 3.2 Reflective learning activity in economics (p. 31)
• Example 3.3 Reflective learning activity in classics (p. 31)
• Comment on Examples 3.1-3.3 (p. 32)
• Example 3.4 The demand from society for increased capability (p. 33)
• Example 3.5 A need for reflective learning and analysis - in a professional curriculum (p. 35)
• Example 3.6 An institutional change towards reflective learning (p. 37)
• Other examples (p. 38)
• Non-examples (p. 39)
• Generalization (p. 39)
• Before you lest this, some second thoughts from me (p. 41)
• 4 On What Models Can We Base Reflective Learning and Teaching? (p. 44)
• Introduction (p. 44)
• Outline (p. 45)
• Model 4.1 The Kolb cycle (p. 46)
• Model 4.2 Socio-constructivist Kolb (p. 48)
• Model 4.3 The ideas of Schon - and beyond (p. 50)
• Model 4.4 The Cowan diagram (p. 52)
• Model 4.5 Self-assessment (p. 57)
• Different purposes, questions and approaches to reflection (p. 58)
• Generalizations (p. 59)
• Testing my own generalizations (p. 60)
• User evaluations (p. 61)
• Before you test this, some second thoughts from me (p. 61)
• 5 How Does Analytical Reflection Affect Learning? (p. 66)
• Outline (p. 66)
• Example 5.1 Reflective analysis emphasizes processes rather than content (p. 66)
• Example 5.2 Reflective analysis prompts thinking about thinking - and thinking about thinking about thinking! (p. 69)
• Example 5.3 Using time out - for reflective analysis of process-in-action (p. 70)
• Comment (p. 71)
• Example 5.4 Reflective analysis leads to more purposeful reactions to tuition (p. 72)
• Example 5.5 Reflective analysis deepens understanding of values in a discipline (p. 74)
• Example 5.6 Analysing a tutorial experience focuses subsequent participation (p. 76)
• Generalization (p. 78)
• Before you test this, some second thoughts from me (p. 78)
• 6 How Does Evaluative Reflection Affect Learning? (p. 81)
• Outline (p. 81)
• Confirming vocabulary (p. 81)
• An interim reflection on my text (p. 85)
• Example 6.1 Self-assessing - to the teachers' criteria (p. 86)
• Example 6.2 Self-assessing to own criteria, following the teacher's method (p. 88)
• Example 6.3 Students reflect on the making of judgements about their learning (p. 92)
• Other examples (p. 96)
• What generalization can be taken from this review? (p. 96)
• Before you test this, some second thoughts from me (p. 96)
• 7 What Can We Do to Encourage Students to Reflect Effectively? (p. 100)
• First, a digression: what is 'teaching'? (p. 100)
• Outline (p. 101)
• Example 7.1 Needs emerge from an experience (p. 101)
• Example 7.2 Structured dialogue (p. 103)
• Example 7.3 A letter-writing task prompts reflection-on-and-for-action (p. 105)
• Example 7.4 Self-assessment (p. 106)
• Facilitation through tutor intervention (p. 107)
• Example 7.5 Teachers prompt movement round the Kolb cycle (p. 108)
• Example 7.6 Tutors intervene to occasion reflection-in-action (p. 110)
• Example 7.7 A teacher intervenes by providing an input (p. 112)
• Example 7.8 A structured activity provokes reflections-on-action (p. 114)
• Other examples (p. 116)
• Possible non-examples (p. 117)
• Generalizations (p. 117)
• Before you test this, some second thoughts from me (p. 118)
• A final thought (p. 119)
• 8 How Can You Adapt Ideas from My Teaching, for Yours? (p. 121)
• Introduction (p. 121)
• Outline (p. 121)
• Example 8.1 Framework A fits engineering, classics and social sciences (p. 122)
• The underlying framework - framework A (p. 123)
• Using framework A in classics (p. 123)
• Using framework A yet again - in social sciences (p. 124)
• Active experimentation - for you (p. 125)
• Example 8.2 Framework B fits social sciences, engineering and biology (p. 125)
• The underlying framework - framework B (p. 126)
• Using framework B - in a class activity in first level fluid mechanics (p. 126)
• Verdict (p. 127)
• Using framework B in biology (p. 128)
• Example 8.3 Framework C, transferred to other areas (p. 129)
• The underlying framework - framework C (p. 129)
• Using framework C in staff development (p. 130)
• Using framework C in connection with project work (p. 131)
• Verdict (p. 132)
• Overall generalization (p. 133)
• A second thought from me (p. 133)
• 9 Why and How Should We Start Innovating Nowadays? (p. 135)
• Outline (p. 135)
• Much of what should be in our curricula is new (p. 136)
• Resources are being reduced, again and again (p. 137)
• The range of abilities within student groups is ever widening (p. 139)
• We are expected (if not almost obliged) to harness IT in meeting our challenges (p. 139)
• We need to ensure valid assessment, in the face of changes (p. 143)
• Intermediate second thoughts from me - at this point (p. 145)
• First, some general advice to innovators (p. 145)
• Now, some rather more specific and personal advice, to individuals (p. 148)
• Generalization (p. 155)
• Further second thoughts (third thoughts?) (p. 156)
• 10 How Can Such Innovations Be Evaluated? (p. 159)
• Introduction (p. 159)
• Example 10.1 Questionnaires (p. 160)
• Example 10.2 A 'letter' to the tutor or course team (p. 162)
• Example 10.3 'Taking in each other's washing' (p. 163)
• Example 10.4 Talk-aloud protocols (p. 164)
• Example 10.5 Interpersonal Process Recall (IPR) (p. 167)
• Example 10.6 Drafting a letter to next year's students (p. 168)
• Example 10.7 Observing and noting facts (p. 169)
• Example 10.8 Immediate rehearsal and review of learning (p. 171)
• Example 10.9 Dynamic lists of questions (p. 171)
• Example 10.10 Reflective learning journals (p. 173)
• Other examples (p. 174)
• Generalizations (p. 176)
• Comments (p. 176)
• Before you test this, some second thoughts from me (p. 177)
• 11 Where Should You Read about Other Work in This Field? (p. 181)
• Introduction (p. 181)
• Coverage (p. 181)
• Going deeper into reflection in learning - the literature (p. 182)
• Principles and current educational emphases in higher education (p. 186)
• The pedagogical context - current thinking on promoting metacognition and deep learning (p. 186)
• A closely associated topic - current practices and thinking above self-assessment (p. 188)
• Beyond feedback and evaluation, to a methodology for action research (p. 191)
• Returning to the starting point - the rationale for student-centred learning (p. 193)
• Some second thoughts from me (p. 195)
• An opportunity for self-evaluation (p. 196)
• Just one, but very important additional, second thought - or question (p. 196)
• 12 Postscript (p. 197)
• Second thoughts on the structure of this text (p. 197)
• Second thoughts regarding the questions which I have chosen to answer (p. 198)
• Second thoughts on what I've missed out (p. 198)
• Why do I 'teach' in this way? (p. 199)
• The three important qualities for effective teaching (p. 200)
• An inclusive example (p. 201)
• Is this approach to teaching worth it? (p. 203)
• A confession (p. 204)
• References (p. 206)
• Index (p. 215)