University Teaching: International Perspectives

About the Authors

GLENDA CROSLING is a lecturer at Monash University in Melbourne Australia and is responsible for the language and learning program in the Faculty of Business and Economics, on the Clayton Campus. She has considerable experience in developing programs to enhance tertiary literacy in the university setting and has developed a popular discipline-specific program, "Legal Language for Commercial Law." She has published articles on writing and non-English-speaking students, on the culture of law in business degrees, and co-authored with Helen Murphy the book How to Study Business Law: Reading, Writing and Exams (2nd ed. Sydney: Butterworths, 1996).

JOHN DWYER is the author of Virtuous Discourse: Sensibility and Community in Late Eighteenth-Century Scotland (Edinburgh, 1985) and The Age of the Passions (forthcoming). He has edited several books and composed numerous articles on Scottish culture and the eighteenth-century Enlightenment. As a university administrator, Dr. Dwyer has been the Placement Director for York's Business School, the Personal Assistant to York's Vice President (External), the Associate Director of York's Centre for the Support of Teaching and, most recently, the Associate Director of University Advancement at McMaster University. As a teacher, Dr. Dwyer has taught at Edinburgh University, North Island College, University of British Columbia, Simon Fraser University and York University. While at York University, he was a member of the Faculty of Graduate Studies and had responsibility for supervising graduate students enrolled in York University's Teaching Practicum.

NOEL J. ENTWISTLE is Bell Professor of Education and Director of the Centre for Research on Learning and Instruction at the University of Edinburgh. He is the coordinating editor of the internationally circulated journal Higher Education.

DANIEL FELDMAN is Adjunct Professor of Didactics at the School of Philosophy and Letters at University of Buenos Aires; and researcher in Contents, Curriculum and Teaching Practice at the Research Institute of Education (Instituto de Investigaciones en Ciencias de la Educacion, IICE) at the University of Buenos Aires.

HOWARD A. FERGUS is Senior Lecturer/Resident Tutor, School of Continuing Studies, University of the West Indies; he has been Speaker of the Montserrat Legislative Council since 1974 and deputizes as Governor of the Island periodically. A lifelong career educator, Dr. Fergus has taught at several levels. He has research interests in both history and education, in which he has published widely. Recent works include "The Challenge of Educational Reform in Micro States: The Case of the Organisation of Eastern Caribbean States" Prospects Vol. 31, No. 4 (UNESCO, 1991), and Montserrat: History of a Caribbean Colony (London: Macmillan, 1994). He is currently writing a book, A History of Education in the British Leeward Islands, 1834-1956.

JAMES JF FOREST is Assistant Dean for Academic Assessment at the United States Military Academy, West Point. Dr. Forest holds degrees in Foreign Service, International Development Education, and Higher Education, and has authored several publications and conference presentations on international and comparative higher education, technology in educational organizations, and university teaching - most recently co-editing Higher Education in the United States: An Encyclopedia (2 volumes, with Dr. Kevin Kinser).

GRAHAM GIBBS is Co-Director of the Center for Higher Education Practice at the Open University, England. The Center develops and runs distance learning programs for teachers in higher education, worldwide. He is the Convenor of the International Consortium for Educational Development, a network of national higher education organizations, and has been a consultant to universities in many countries.

MICHAEL HERRICK is currently a consultant to the Ministry of Education in Muscat, Oman, where he assists in the development of a teacher training center. From 1992-1996, under a CIDA-funded University of Manitoba contract with the University of Botswana, he was instrumental in setting up an academic staff training unit titled the Higher Education Development Unit. Until 1992 he was an associate professor in the Faculty of Education at Saint Mary's University, Halifax, where he taught methodology and curriculum development. During 1986-1989 he was director of Saint Mary's CIDA-funded Canada/China Language and Cultural Program which exchanged instructors with Beijing Normal University and operated an English/French language teaching center in Beijing and orientation centers in five Canadian universities. Dr. Herrick holds degrees in English, Curriculum and Instruction, and Human Resources Development.

TERRY HYLAND has worked in schools, further, adult and higher education since 1971 and has taught in a number of post-school teacher education institutions before taking up his present post as Lecturer in Continuing Education at the University of Warwick in April 1991. His principal research interests are in vocational and professional education and the post-school curriculum, and he is author of a recent book, Competence, Education and NVQs: Dissenting Perspectives (London: Cassell, 1994).

YUNG CHE KIM is a professor in the Department of Psychology, Keimyung University, in Korea. He has served as Dean of Student Affairs, Dean of Academic Affairs, and Dean of the Graduate School of Education at Keimyung University. He has authored more than a dozen books, and has held several nationally prominent roles in Korean higher education, including specialist member of the Presidential Commission for Education Reform and university accrediting member of the Korean Council for University Education.

ROGER LANDBECK is Director of the Centre for the Enhancement of Learning and Teaching at the University of the South Pacific. Previously, he worked in a center devoted to improving learning and teaching in Griffith University, Brisbane, Australia. Dr. Landbeck has taught at universities in in England and Africa in the fields of physics and science education, in addition to working in curriculum development in secondary school science in England.

MARCELA MOLLIS is Professor of History of Education and Comparative Education at the University of Buenos Aires. She is currently running a program on Comparative Higher Education titled "Quality Evaluation of Higher Education: The Case of Argentina and Canada," at the Research Institute of Education (IICE/ UBA). She has been a Japan Foundation Fellow at Nagoya University in Japan and a Ford Foundation Fellow at Harvard University. She has published the results of her research in Brazil, Mexico, Japan, Spain, and the United States.

FRANCE MUGLER is Senior Lecturer in Linguistics at the University of the South Pacific (USP), a regional university that serves 12 Pacific island nations and whose main campus is in Suva, Fiji. She has done research on the sociolinguistic situation in Fiji in general and Dravidian languages in particular, Pacific languages in education, and student learning at the USP.

PATRICIA PANITZ has taught for ten years as an adjunct professor at Cape Cod Community College, using collaborative learning extensively in courses on English composition and developmental English. She has served as a consultant to the New Bedford Junior High Schools and has made presentations on collaborative learning at the Lilly New England conferences in 1995 and 1996.

THEODORE PANITZ has taught at Cape Cod Community College for 21 years, using a collaborative learning format in courses on engineering, mathematics, and developmental mathematics. He has been an instructor at Parkersberg Community College and the Illinois Institute of Technology and has served as a consultant to the New Bedford Junior High Schools on cooperative learning techniques. He has made numerous presentations at conferences on the subject of collaborative learning.

TRONIE RIFKIN conducted the study upon which her chapter is based as a Fulbright Scholar in Denmark during the 1993-94 academic year. She has recently received her Ph.D. in Higher Education from the Graduate School of Education and Information Studies at UCLA and is currently the assistant director of the ERIC Clearinghouse for Community Colleges at UCLA. Her research interests include international higher education, faculty issues, and perspectives on teaching in higher education, academic ethics, and community colleges.

MARGARET ROBERTSON is Senior Lecturer in Education at the University of Tasmania. Her background is in psychology and geography, and she has a wide range of teaching experience with undergraduate teacher education students and graduate students and lecturers in higher education. She has taught in Australia, New Zealand, Malaysia, United Kingdom, and Finland. Her research experience is primarily in the field of visual-spatial perceptions. She has given a number of papers at international conferences based on her postdoctoral research in the field of environmental perceptions. Many of these findings contribute to her views on teaching and learning, especially with respect to the role of personal contexts. Her research has attracted interest and collaborative projects with colleagues in Germany and Finland where her methodology on environmental perceptions is being applied in different cultural and teaching contexts.

KARI SMITH is chair of the Department of Education, Oramim School of Education of the Kibbutz Movement, Haifa University, Israel. Her main teaching and research interests are in language teaching, general teacher education, and educational assessment procedures at all levels of education.

KYLE D. SMITH is associate professor in the Division of Social/Behavioral Sciences and Social Work at the University of Guam. Dr. Smith received his Ph.D. in social psychology from the University of Washington in 1987. He has taught a variety of courses in psychology, statistics, and research methods in the mainland United States, Turkey, and Micronesia. His research interests include cultural factors in emotion and moral concepts.

SEYDA TÜRK SMITH received her bachelor's degree in psychology from Istanbul University and her Master's and Doctorate in social psychology from the University of Washington. Her teaching specialties include developmental psychology, organizational behavior, and research methodology. Dr. Türk Smith's current research focuses on cultural factors in self-concept and their relation to styles of child-rearing.

IAIN K. B. TWADDLE received his Ph.D. in clinical psychology from the University of Windsor in Ontario. He teaches courses in clinical psychology and history and systems of psychology. His research interests include the sociopolitical underpinnings of mental health care systems.

SHEILA VANCE is a language and learning lecturer at Monash University (Melbourne, Australia). She is responsible for language and learning programs in all faculties at the Peninsula Campus and has collaborated extensively with discipline-based lecturers (including Arts, Business, Computing, Education, and Nursing) in the development and delivery of discipline-specific literacy programs. She has published articles on writing development and integrated writing programs and has a strong interest in discipline-specific writing and composing strategies.

DAVID WATKINS is Professor of Education at the University of Hong Kong, where he has taught for eight years. Previously he has held academic posts in Australia and New Zealand and has also taught courses in China and the Philippines. He is the author of several books, chapters, and articles primarily in the area of student learning and self-concept from a cross-cultural perspective. He is currently the East Asian representative on the Executive Committee of the International Association of Cross-Cultural Psychology.

W. ALAN WRIGHT is the founding Executive Director of the Office of Instructional Development and Technology at Dalhousie University, Nova Scotia, Canada, where he is responsible for a comprehensive teaching improvement program and oversees Instructional Media Services. Dr. Wright has earned degrees from Mount Allison University (New Brunswick), as well as from McGill University and the Université de Montréal in his native Québec. He has a vast experience in a variety of educational milieux, and his current activities in instructional development include research and writing, speaking at conferences, and presenting faculty workshops in college and university settings. He is the author (with associates) of Teaching Improvement Practices: Successful Strategies for Higher Education (Anker Publishing, 1995).

Please contact the volume's editor, James JF Forest,
about contact information for any of these authors.
E-mail: Forest@higher-ed.org