This is a select list of resources organised by topic. Peer reviewed journals which publish scholarship of teaching and learning are included in a separate section of this guide.
Australian Council for Educational Research
VOCED Plus Pod Network (teaching and learning research and resources for vocational education)
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. What the Student Does (4th Ed.). Berkshire and New York: Society for Research into Higher Education & Open University Press.
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco CA: Jossey-Bass.
Carbone, A., Evans, J., & Ye, J. (2016). Beyond teaching quality: Towards a framework for course unit quality. HERDSA Review of Higher Education, 3, 16.
Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111-124. doi:10.1080/07294360903244398
Duarte, F. P. (2013). Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University. Journal of University Teaching & Learning Practice, 10(1), 15. Retrieved from http://ro.uow.edu.au/jutlp/vol10/iss1/5
Kember, D., & McNaught, C. (2007). Enhancing University Teaching : Lessons from Research into Award-Winning Teachers Retrieved from http://rmit.eblib.com.au/patron/FullRecord.aspx?p=292999
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.) New Jersey: Pearson Education
Ramsden, P. (2003). Learning to Teach in Higher Education. 2nd ed. London & New York: Routledge.
Shulman, L. S. (2005). Signature Pedagogies in the Professions. Daedalus, 134(3), 52-59. Retrieved from http://www.jstor.org/stable/20027998
Steffe, L., & Gale, J. (Eds.). (1995). Constructivism in Education. Hillsdale, New Jersey and Hove, UK: Lawrence Erlbaum Associates Inc.
Boud, D. (2007). Reframing assessment as if learning were important. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education learning for the longer term (pp. 14-25). London and New York: Routledge.
Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G., & Molloy, E. (2016). Reframing assessment research: through a practice perspective. Studies in Higher Education. Advance online publication. doi: 10.1080/03075079.2016.1202913
Boud, D., & Falchikov, N. (2007). Developing assessment for informing judgement. In D. Boud & N. (Eds.), Rethinking assessment in higher education learning for the longer term (pp. 14-25). London and New York: Routledge.
Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education learning for the longer term (pp. 128-143). London and New York: Routledge.
Kvale, S. (2007). Contradictions of assessment for learning in institutions of higher learning. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education learning (pp. 57-71). London and New York: Routledge.
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. London and New York: Routledge.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. doi:10.1080/02602938.2012.691462
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. doi:10.1080/02602938.2015.1018133
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487
Rowe, A., Muchatuta, M., & Wood, L. N. (2010). Inclusive practice in higher education: Feedback that breaks pedagogical barriers. In N. Riseman, S. Rechter, & E. Warne (Eds.), Learning, Teaching and Social Justice in Higher Education (pp. 217-232). Melbourne: University of Melbourne eScholarship Research Centre with School of Arts and Sciences (Vic), Australian Catholic University.
Center for Applied Special Technology. (2016). Universal Design for Learning (UDL) guidelines Version 2.0: Web version. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/aboutrepresentation
Larkin, H., Nihill, C., & Devlin, M. (2014). Inclusive practices in academia and beyond. In K. Fraser (Ed.), The Future of Learning and Teaching in Next Generation Learning Spaces (Vol. 12, pp. 147-171). Bradford: Emerald Publishing Group.
RMIT Inclusive teaching resources subject guide
Boyer, E. L. (1990). Scholarship reconsidered : priorities of the professoriate. San Francisco: Jossey-Bass.
Probert, B. (2014). Why Scholarship Matters in Higher Education. Discussion paper 2. Report commissioned by Australian Government Department of Education. Retrieved from Canberra: http://www.olt.gov.au/resource-why-scholarship-matters-higher-education-2014
Shulman, L. (2000). From Minsk to Pinsk: Why a Scholarship of Teaching and Learning? Journal of the Scholarship of Teaching and Learning, 1(1), 48-53.