Professor Phil Race is passionate about helping people to learn successfully. Now retired from full-time employment, he runs workshops and gives keynotes throughout the UK and abroad, working with university and college staff on teaching, assessment and feedback methods. He is known for his highly participative style and humour, and getting participants working with post-its! He lives in Newcastle-upon-Tyne. His wife is Professor Sally Brown, known internationally for her work on fit-for-purpose assessment. Originally a scientist, Phil quickly became interested in teaching and assessment. He has worked at several universities, and is now Visiting Professor at Plymouth University and University Campus Suffolk. He was awarded a National Teaching Fellowship in 2007, and in 2012 became a Principal Fellow of the Higher Education Academy. He publishes widely, but regards ‘Making Learning Happen’ as the favourite of his many books. He can be contacted through his website: www.phil-race.co.uk
'Refreshing, original and full of pragmatic, evidence-based advice. This book focuses strongly on how we can develop fit-for-purpose quality learning experiences for today's students that encourage lifelong learning, rather than short-term achievement of targets. Phil Race walks us through how to design flexible, learner-centred curricula that address the full picture of student learning, assessment and feedback. In my opinion this is the best book on learning and teaching available to teachers in H.E. and F.E. today. The environment has changed so quickly over recent years and Phil Race has not only kept abreast of the changes; he is way ahead.' -- Professor Ruth Pickford 'The third edition of Phil Race's Making Learning Happen is easy to read and importantly, you can dip in and out of it. It is packed full of common sense ideas which are underpinned by sound scholarship... A recommended working manual for lecturers everywhere!' -- Michelle Morgan 'Phil Race is a teacher's teacher. In this latest book he demonstrates how good teaching and good course design can help students engage more fully in their own education and take responsibility for their own learning success. He explains to the reader that what research has told us aids effective teaching for learning in clear, non-jargon ridden language. The chapters focus on effective practice at the heart of the teaching/learning exchange, dealing with common concerns and challenges in practical ways. His explanations of how to design courses starting with what might be the evidence that students have learned is a clear guide for the most novice of university teachers. His chapter on the role of feedback, rather -- Janice Orrell