Home

Case study by Dr Christopher Wiley features in book publication on teaching in higher education

Leave a comment

Developing Your Teaching

Dr Christopher Wiley has featured as a case study in a new book publication on teaching in higher education.

The second edition of Developing Your Teaching: Towards Excellence by Peter Kahn and Lorraine Anderson, in Routledge’s Key Guides for Effective Teaching in Higher Education series, includes vignettes and case studies on a wide range of topics.

Dr Wiley’s case study, ‘Going the extra mile with a postgraduate teaching qualification’, draws upon his experiences in reading for the degree of MA in Academic Practice at City University London, from which he graduated in 2015, in order to consider the benefits of higher education teaching qualifications.

It is a streamlined and reworked version of an essay that Dr Wiley previously published in Educational Developments, The Magazine of the Staff and Educational Development Association (SEDA), in December last year.

Details of the book may be found here: https://www.routledge.com/Developing-Your-Teaching-Towards-Excellence-2nd-Edition/Kahn-Anderson/p/book/9781138591196

Dr Christopher Wiley publishes article on module evaluation surveys in Studies in Educational Evaluation journal

Leave a comment

X0191491XDr Christopher Wiley has published an article on standardized student evaluation of teaching in the peer-reviewed journal Studies in Educational Evaluation (ISSN: 0191-491X).

Dr Wiley’s article, ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, explores the views of student representatives at a single university.

Originally developed in partial fulfilment of the degree of MA in Academic Practice, this research indicates that standardizing module evaluation limits its applicability to local contexts, and that caution should be exercised over interpreting its results in isolation.

Bibliographic citation 

Wiley, Christopher. ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, Studies in Educational Evaluation, Vol. 61 (June 2019), pp. 55–65. doi: 10.1016/j.stueduc.2019.02.004

Full text

The full text is available for free download under licence from Surrey Research Insight Open Access.

The article may be previewed here: https://authors.elsevier.com/a/1YhNB_,RtPex1z

 

Dr Christopher Wiley publishes article on higher education teaching qualifications in SEDA’s Educational Developments magazine

Leave a comment

seda logoDr Christopher Wiley has published an article in the December 2018 issue (Issue 19.4) of Educational Developments, The Magazine of the Staff and Educational Development Association (SEDA).

Dr Wiley’s article provides a ten-year retrospective reflection on his study for the degree of MA in Academic Practice at City University London, from which he graduated in 2015, as well as discussing the benefits of higher education teaching qualifications more widely.

The essay, ‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, is a longer version of a case study that Dr Wiley has developed for the forthcoming second edition of Kahn and Walsh’s (now Kahn and Anderson’s) Developing Your Teaching, part of Routledge’s Key Guides for Effective Teaching in Higher Education series.

The full contents page of this issue of Educational Developments may be viewed here: https://www.seda.ac.uk/past-issues/19.4

Bibliographic citation

‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, Educational Developments, Issue 19.4 (December 2018), pp.16–17. ISSN 1469-3267

Dr Christopher Wiley publishes Higher Education Academy report on Using Electronic Voting Systems in the Arts and Humanities

4 Comments

Dr Christopher Wiley - Using Electronic Voting Systems in the Arts and HumanitiesDr Christopher Wiley has written a report entitled Using Electronic Voting Systems in the Arts and Humanities, published by the Higher Education Academy as part of its newly launched Innovative Pedagogies series.

The 8,000-word funded report discusses a wide variety of ways in which electronic voting systems (EVS) may be embedded within arts and humanities teaching, drawing on a range of examples from Dr Wiley’s own academic practice, as well as offering advice to educators who may be considering the introduction of EVS in their own teaching.

As a National Teaching Fellow, Dr Wiley was one of a number of Higher Education practitioners across the UK who were recently invited to contribute to this series of publications.

Through his innovative work on the use of electronic voting systems in Higher Education teaching, Dr Wiley has become a Distinguished Educator with Turning Technologies as well as delivering presentations at conferences across Europe (Ireland, Greece, Germany, and Denmark) and at six UK universities in the past two years.

Dr Wiley’s full report may be freely downloaded at the following link: https://www.heacademy.ac.uk/sites/default/files/dr_chris_wiley_final.pdf

The abstract may viewed be here: https://www.heacademy.ac.uk/using-electronic-voting-systems-arts-and-humanities

Bibliographic citation 

Wiley, Christopher. Using Electronic Voting Systems in the Arts and Humanities, Innovative Pedagogies series. York: Higher Education Academy, 2015. Available online at <https://www.heacademy.ac.uk/using-electronic-voting-systems-arts-and-humanities>.

Update: Dr Wiley’s report was featured on the Turning Technologies blog on 20 July 2016. The link to the post is as follows: https://www.turningtechnologies.com/blog/2016/07/Audience-Response-Systems-Arent-Just-For-STEM

Dr Wiley also contributed an invited blog entry to the Turning Technologies UK website on 2 August 2016. Entitled ‘Three Creative Ways to use Audience Response Systems’, it may be read here: http://turningtechnologies.co.uk/blog/2016/08/Three-Creative-Ways-to-

Dr Christopher Wiley contributes book chapter to new volume on music historiography

2 Comments

Critical Music Historiography: Probing Canons, Ideologies and InstitutionsAn essay written by Dr Christopher Wiley, entitled ‘Musical Biography and the Myth of the Muse’, has appeared as the final chapter of a new anthology in which 17 international musicologists subject the writing of music history to groundbreaking scrutiny.

Critical Music Historiography: Probing Canons, Ideologies and Institutions is edited by Vesa Kurkela and Markus Mantere, and developed from the Radical Music History Symposium held at the Sibelius Academy, Finland (now part of the University of the Arts Helsinki) in December 2011, at which Dr Wiley presented a paper.

Dr Wiley’s essay explores the pattern in musical biography of specific female characters being cast in the role of ‘muse’ to a male genius, rising to prominence at specific points in that person’s life story as a signifier of their productivity and increasing artistic powers. Such women were thereby portrayed as having inspired their associated composer to greater heights, while implicitly denied the possibility of undertaking analogous creative activity themselves.

Further information

Listing of the volume on the publisher’s website: http://www.ashgate.com/default.aspx?page=637&title_id=19817&edition_id=1209349954&calcTitle=1

Listing of the volume on amazon.co.uk: http://www.amazon.co.uk/Critical-Music-Historiography-Ideologies-Institutions/dp/1472414195/

Bibliographic citation

Wiley, Christopher. ‘Musical Biography and the Myth of the Muse’, in Vesa Kurkela and Markus Mantere eds. Critical Music Historiography: Probing Canons, Ideologies and Institutions. Farnham: Ashgate, 2015, pp. 251–61.

Full text

The full text is available for free download under licence from Surrey Research Insight Open Access: http://epubs.surrey.ac.uk/803216/

 

Dr Christopher Wiley graduates from the MA in Academic Practice programme at City University London

1 Comment

Dr Christopher Wiley: MA in Academic Practice graduationDr Christopher Wiley graduated with a Master of Arts in Academic Practice from City University London at a ceremony held at the Barbican Centre, London on 28 January 2015.

Dr Wiley was awarded the MA in Academic Practice with Distinction in October 2014, having studied the degree on a part-time basis from 2008 alongside his lecturing positions at City University London and latterly at the University of Surrey.

Dr Wiley’s areas of study on the programme included Learning, Teaching, and Assessment; ICT in Higher Education; Curriculum Development; Personal Tutoring; Research Supervision; and Academic Leadership.

Pictured below: Dr Wiley with his fellow graduates from the programme, Sally Thorpe (centre) and Emily Allbon (right), both of whom are staff members at City University London.

Christopher Wiley, Sally Thorpe, Emily Allbon

Dr Christopher Wiley publishes reflective article on Academic Leadership in Higher Education

1 Comment

City-University-LogoDr Christopher Wiley has published an article on academic leadership in higher education in City University London’s in-house Learning at City Journal. 

Dr Wiley’s essay, ‘Academic Leadership in Learning and Teaching in Higher Education: A Personal Reflection on one Programme Director’s Professional Development’, provides a retrospective evaluation of his development as an academic leader to date, with particular reference to his previous position as Programme Director of City’s Music BMus programme (2009–13).

Based on work originally undertaken for his MA in Academic Practice, the article considers change management, collaborative leadership, metric-based performance, and the challenges faced by the UK higher education sector today, as well as discussing the ways in which Dr Wiley has sought to apply theories from the scholarly literature to his various leadership roles.

Further information about this publication, including the abstract, may be found at the following link: http://openaccess.city.ac.uk/4896/

Bibliographic citation 

‘Academic Leadership in Learning and Teaching in Higher Education: A Personal Reflection on one Programme Director’s Professional Development’, Learning at City Journal, Vol. 4, No. 2 (October 2014), pp. 39–49.

Full text

The full text of the article is available for free download via City Research Online: http://openaccess.city.ac.uk/4896/1/L%40C_Journal_Volume_4_Number_2_-_Article_4.pdf

Older Entries