Masters Level Teaching, Learning and Assessment

Pauline Kneale is Director of the Pedagogic Research Institute and Observatory, Plymouth University, UK. She has been teaching Masters students in UK and Irish universities, and tutoring new academic staff teaching at this level, for over thirty years.

• Foreword; Pauline KnealeSeries Editor's Preface; Sally BrownAbbreviationsPART I: THE MASTER'S EXPERIENCE1. Master's Perspectives1.1. Being A Student And Teacher; Bill Lindquist1.2. My Masters Experience As Student And Teacher; Valerie Huggins 1.3. Researching The Master's Student Experience; Louise Winfield1.4. Understanding Students Needs In Theatre Practice; Sue Mayo and Katharine Low1.5. Defining Issues For Mastery; Pauline Kneale2. The Diversity Of Masters Provision; Pauline Kneale3. Aspects Of Mastership 3.1. Master's Education In China Danqing Liu; Jinghua Liu 3.2. The Master's Experience In Canada; Celia Popovic 3.3. The Influence Of Bologna On The Student Experience, A Case Study From Portugal; Ana Vitoria Baptista and Ana Cabral3.4. Exploring The Experience And Support Needs Of Part-Time Master's Students; Julie Anderson, Valerie Huggins and Louise WinfieldPART II: TRANSITION MATTERS4. Transition Issues For Course Designers4.1. Transition To Postgraduate Study: Overlooked And Underestimated; Jane Tobbell and Victoria O'Donnell4.2. Principles For Reviewing The Taught Postgraduate Induction Curricula; Julie Rattray and Jan Smith4.3. Effective Interventions For Maintaining Master's Student Motivation; Michelle Reid, Sonia Hood and Kim Shahabudin4.4. Issues And Resources For Transition: A Personal Reflection; Pauline Deutz5. Effective Induction5.1. Belonging Cube: An Induction Activity To Recognise And Celebrate Diversity; Mark Sutcliffe and Ruth Matheson5.2. Using Formative Assessment During Induction; Ruth Cross5.3. Exploring Critical Thinking With Chinese Students During Induction; Rong Huang5.4. Study Skills For Masters' Level 'Through The Looking Glass' Of Chinese Students; Marina Orsini-Jones, Ying Zhao and Xuemei WangPART III: EFFECTIVE EXPERIENTIAL LEARNING7. International Learner Development Across The Business School Curriculum; Gillian Byrne and Halina Harvey Writing Matters7.1. Supporting Students To Develop Master's Level Writing Skills; Clare Furneaux7.2. Reflective Writing With Students On An LLM For Practising Lawyers; Jane Ching7.3. Teacher Student Experiences Of Collaborative Writing At Master's Level; Emily Beaumont and Ken Gale8. Integrating University-Wide Support8.1. Central Support For Masters Student Dissertation Work; Tina Ramkalawan and Emily Danvers8.2. Employability Skills For Masters Students; Debbi Marais9. Problem-Based Learning In Practice9.1. Using Problem-Based Learning In M-Level Computing Module; Chris Beaumont9.2. 'Real World' Student Experience At Masters Level In Art And Design: Case Studies From Glass And Ceramics; Kevin Petrie, Andrew Livingstone, Jeffery Sarmiento and Cate Watkinson9.3. Issues For Professional Masters: Bringing The Real World Into The Classroom; Joanna DruganPART IV: ASSESSMENT10. Assessing Well At Masters Level; Sally Brown11. Creative Assessments11.1. Using Blogs When Assessing M-Level Childhood And Youth Studies Students To Foster Skills And Confidence; Emma Bond and Stuart Agnew11.2. Using Portfolios To Assess M-Level Music Performance Students; Laura Ritchie, 11.3. Authentic Assessment In An Med Psychology Of Education; Sue PalmerConn 11.4. A Group Work Assessment For Distance Learners On An Msc Facilities Management Programme; Chris Garbett 11.5. Patchwork Portfolio Assessment; Mark Sutcliffe and Ruth Matheson11.6. Managing Student Diversity And Learning Through Group Formative Assessment; Adam Ritchie and Emma PluggePART V: CURRICULUM DESIGN12. Curriculum Design To Provide Learning In A Social Practice; Andrew Cramp13. Lessons Learned From Distance Learning; Helen Durham and.

'Set to become the definitive work on Masters level learning, teaching and assessment, this comprehensive and inspiring volume should be essential reading for the multiple stakeholders engaged in the Masters level educational enterprise.' - Lorraine Stefani, University of Auckland, New Zealand 'A well-informed and perceptive overall vision of the current context of Masters level teaching, the key issues that need to be addressed and the conceptual and theoretical groundings on which principles and practice might be constructed.' - Andrew Northedge, The Open University, UK