Innovations in Education and Teaching International (IETI)

Innovations in Education and Teaching International is the journal of the Staff and Educational Development Association. To this end, contributions to the journal should reflect SEDA’s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices.

IETI has a high impact factor and a long history. It concentrates on papers and reviews on research and professional practice informed teaching and learning, and educational development issues, including innovative teaching and learning strategies and developments in technology-aided education. With contributions from around the world, IETI aims to stay at the cutting edge in the field.

Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.
Educational development, also described as academic, faculty, staff or instructional development in some contexts, is taken to mean the activities engaged in by staff in specialist units, academic staff within departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development.

As an international publication, contributors should both contextualise and consider the transferability of the practices and theories being examined.

Innovations in Education & Teaching International is essential reading for all practitioners and decision makers who want to stay informed about the developments in education, teaching and learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

This journal can be found on the Taylor and Francis website.

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New Academic Issue 1.2 - 1992Click here to download

This issue contains articles on:
Ants, Small Mammals and Enthusiastic Students
Kate Exley (University of Nottingham) shares her experience of innovative teaching and learning methods.

Quality Enhancement and Academic Professionalism
Professor Lewis Elton has long campaigned and worked to improve the quality of teaching in higher education. In this article he uses change theory to argue the need for a Higher Education Development Centre to support staff in further enhancing quality.

What Do Students Really Think They Have Let Themselves in For?
How can we help students new to higher education settle in more easily? Geoff Moore and Wendy Stewart-David (Newcastle-upon-Tyne Polytechnic) use 'The Expectations Approach' with their freshers and have received encouraging results.

Students Helping Students to Learn
Jenni Wallace (Kingston Polytechnic) is supporting an American peer-learning programme called Supplemental Instruction. Here she gives an insight as to what it involves.

Developments in Science Teaching

  • Creativity Applied - Ivan Moore, Department of Electrical Engineering, University of Ulster
  • Chemistry Labs and Transferable Skills - Bob Murray, Jeff Richards and Ray Wallace, Department of Chemistry and Physics, University of Nottingham
  • Environmental Health and the Media - David Ruddick, Department of Applied Physical Sciences, and Harold Harvey, Department of Building, University of Ulster
  • Enterprise in Rural Business Development - Martin F Seabrook, Department of Agriculture and Horticulture, University of Nottingham
  • Inquiry on the Retreat - Peter McGregor and Francis Gilbert, Department of Life Science, University of Nottingham.

Raising the Numeracy of Higher Education Students
Competency with numbers is essential in most walks of life. Yet few who find numbers baffling willingly admit to difficulties and seek help. In this article Michael Cornelius, Numeracy Fellow at the University Durham, describes the help which he has given to students.

Down With Essays!
There may be something to be said for the essays of Bacon and Montesquieu, but not for the student essay - a literary genre whose main goal, according to Graham Gibbs (Oxford Centre for Staff Development), is to obscure ignorance.

How Was It For You?
A practicable suggestion for formative evaluation from John Cowan and Judith George (The Open University in Scotland).

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