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This book provides an accessible and research-informed introduction to teaching large classes, aimed at teachers from across the STEM subjects, at all stages of their careers, who want to provide the most effective teaching and learning experiences for their students. A central theme throughout is that active learning is an important aspect of good-quality teaching. This is explored in detail through both practical guidance for implementing such techniques as well as through an accessible introduction to the theoretical and pedagogical issues that underpin its use, supported by case studies. The text provides an introduction for university teachers interested in using approaches such as the flipped classroom, and offers discussion on how to quantify activities within classrooms through observation tools, and what the future of teaching large classes might look like. Key Features: Provides a practical guide to effective teaching of large classes in STEM subjects at university level; Takes an evidence-based approach and synthesises the theoretical and pedagogical issues that are important for teachers to understand; Provides an overview of the literature supporting active learning approaches; Discusses the flipped classroom, strategies for introducing interactivity into classes, and the use of technology such as electronic voting systems; Includes the role of assessment in large classes; Proposes a view of the future of large classes, including the role of hybrid teaching.

Science --- Science --- Technology --- Technology --- Engineering --- Engineering --- Mathematics --- Mathematics --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher)

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Engineering --- Study and teaching (Higher)

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Examines the integration and reform of Islamic studies in universities across Germany, the UK, Turkey, Poland and BelgiumExplores the interaction between conventional university Islamic studies and the growing impact of confessional Islamic studies in European statesProvides accounts of recent developments in Islamic studies in Germany, the UK, Turkey, Poland and BelgiumShows the impact of European states’ policies concerning integration and countering extremism upon the consolidation of Islamic studies programmesCritically reviews the concepts used to distinguish between confessional and nonconfessional approaches, and assesses their adequacy in light of recent changesAcross Europe there are numerous examples of recent linkages between universities and Islamic seminaries. In Germany the federal ‘top-down’ experiment, now over ten years old, of establishing departments of Islamic theology in five universities has now recruited over 2000 students, many of whom will end up teaching confessional Islam RE in schools. In the UK, local partnerships have been developed at under- and postgraduate level between e.g. Warwick, Birmingham and Middlesex universities and Islamic seminaries representing a range of Islamic traditions. Similar experiences are being developed on a smaller scale in other countries. These developments, which have taken place against a backdrop of state pressure to ‘integrate’ Islam and address ‘radicalisation’, challenge university traditions of ‘scientific’ approaches to the study of Islam as well as the confessional expectations of faith-based Islamic theological training. By looking more closely at the developing experience in Germany and Britain and selected other countries this volume explores how the two approaches are finding ways of creative cooperation.

Islam --- Study and teaching (Higher)

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Europe --- Africa, North --- Middle East --- Europe --- Middle East --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher) --- Study and teaching (Higher)

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Physical sciences. --- Physics --- Study and teaching (Higher)