Exploring Disciplinary Teaching Excellence in Higher Education

Foreword; Charmagne Barnes.- Chapter 1: Preface Laura Barnett, Kieran Balloo, and Marion Heron.- Chapter 2: Exploring 'excellence' in disciplinary contexts through student-staff partnerships Laura Barnett, Marion Heron, Kieran Balloo, Malina Pricop and Sophie Williams.- Chapter 3: What teaching excellence means to undergraduate students in their discipline Alfred Thumser and Julia Matyjasiak.- Chapter 4: Evaluating teaching excellence from a disciplinary perspective Charlotte Foreman and Ali Musawi.- Chapter 5: Exploring notions of excellence in tutorials and lectures within the discipline Vasco Gabriel and Michelle Ly.- Chapter 6: Students as Co-Creators of Visual Mnemonics using LEGO: an evaluation of revision sessions using an adapted Lego® Serious Play® (LSP) methodology.Debbie Gooch, Rachel Stead, Daisy Haywood and Lewis Jerrom.- Chapter 7: Promoting student engagement with mandatory course requirements Lisa Blazhevski, Orlando Caetano Nicola Dallimore.- Chapter 8: Exploring teaching excellence in vocational training and acting: what role does it play in enabling student success?
Sam Digney and Ryan Anstey.- Chapter 9: Exploring how staff and students perceive captured content as a measure of teaching excellence Lauren Regan, Iman Ezidy and Faiz Addad.- Chapter 10: Improving the satisfaction of Chinese-educated students at a UK university
Tom Bond and Kristy Yeung.- Chapter 11: International student collaborations to achieve teaching excellence in higher education Alireza Behnejad and Ramsha Saleem.- Chapter 12: Student-teacher partnership: a symbiotic co-creation of learning in Surrey International Institute (SII-DUFE)
Jashim Khan, Tang Yuqing, Zhang, Yuheng, Yuan Yue.- Chapter 13: Creating 'excellent' partnerships: reflections from authors working in partnership All Partner Authors, Laura Barnett, Kieran Balloo, and Marion Heron.- Chapter 14: Conclusion: Exploring pedagogic health of the

Laura Barnett is Lecturer in the Surrey Institute of Education, University of Surrey, UK. Her disciplinary background is in sociology and her research interests relate to everyday social experiences, inequalities and widening participation linked to learning and teaching in higher education.

Kieran Balloo was Lecturer in the Surrey Institute of Education, University of Surrey, UK. His disciplinary background is in psychology and his current research broadly explores the impact of students' backgrounds and the university environment on their experiences of higher education.

Marion Heron is Senior Lecturer in the Surrey Institute of Education, University of Surrey, UK. Her disciplinary background is applied linguistics and she currently researches in the area of educational linguistics. She has worked in a teacher education role in a variety of national and international contexts.