At the time of commissioning this book, Judyth Sachs was Pro Vice Chancellor (Learning and Teaching) at Sydney. By the time of its publication she had taken up the position of Deputy Vice Chancellor, Provost at Macquarie University. The idea for the book was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.

We wanted to produce a scholarly book that would demonstrate quality research on teaching at the University of Sydney. To this end, each chapter was blind refereed by two academics from a panel of internationally recognised scholars. We wish to express our appreciation to the following people who acted as referees and provided high quality feedback:

Dr. Gerlese Åkerlind, Australian National University, Australia

Professor Moya Andrews, Indiana University, USA

Dr. Stephen Bostock, Keele University, United Kingdom

Ms. Alison Bunker, Edith Cowan University, Australia

Ms. Denise Chalmers, Carrick Institute for Learning and Teaching in Higher Education, Australia

Associate Professor Julia Christensen Hughes, University of Guelph, Canada

Professor Sue Clegg, Leeds Metropolitan University, United Kingdom

Dr. Glynis Cousin, Higher Education Academy, United Kingdom

Professor Patricia Cranton, Pennsylvania State University, USA

Dr. Phyllis Crème, University College London, United Kingdom

Professor Suki Ekaratne, University of Colombo, Sri Lanka

Professor Graham Gibbs, University of Oxford, United Kingdom

Dr. Allan Goody, University of Western Australia, Australia

Dr. Barbara Grant, University of Auckland, New Zealand

Professor Mick Healey, University of Gloucestershire, United Kingdom

Dr. Margaret Kiley, Australian National University, Australia

Professor Anette Kolmos, Aalborg University, Denmark

Professor Patricia Lawler, Widener University, USA

Dr Philippa Levy, Sheffield University, United Kingdom

Professor Ranald Macdonald, Sheffield Hallam University, United Kingdom

Dr Catherine Manathunga, University of Queensland, Australia

Professor Kristine Mason O’Connor, University of Gloucestershire, United Kingdom

Professor Lynn McAlpine, McGill University, Canada

Professor David McConnell, Lancaster University, United Kingdom

Dr. Jo McKenzie, University of Technology Sydney, Australia

Professor Joy Mighty, Queen’s University, Canada

Emeritus Professor Harry Murray, University of Western Ontario, Canada

Dr. Martin Oliver, University of London, United Kingdom

Ms. Margot Pearson, Australian National University, Australia

Professor Albert Pilot, Utrecht University, The Netherlands

Dr. Dan Pratt, University of British Columbia, Canada

Dr. Jane Robertson, University of Canterbury, New Zealand viii

Dr. Chris Rust, Oxford Brookes University, United Kingdom

Professor Lorraine Stefani, University of Auckland, New Zealand

Dr. Kathryn Sutherland, Victoria University of Wellington, New Zealand

Professor Carmen Vizcarro, University of Castille-La Mancha, Spain

Dr Jennifer Weir, Murdoch University, Australia

Professor Johannes Wildt, University of Dortmund, Germany

Dr Margaret Wilson, University of Alberta, Canada

Professor Gina Wisker, University of Brighton, United Kingdom

Referees were asked to provide feedback and to rate the chapters according to whether:

• the issues/questions/ problems that led to the investigation were clear
• the courses/subjects/departments which were the contexts for the research were clearly specified
• the relevant research literature was discussed and analysed
• it was clear what methodological and/or theoretical approaches informed the work
• the way the researchers went about the investigation was clear
• whether the results of the investigation were well explained
• the chapter discussed how the research findings were used in improving teaching and learning
• the chapter made a contribution to knowledge in the field of higher education teaching and learning

We would also like to acknowledge the support and help of colleagues in the Institute for Teaching and Learning; in particular, Professor Michael Jackson (Acting Director from 2005-6) and the current Director, Professor Keith Trigwell. We are grateful to Professor Don Nutbeam for agreeing to provide the preface and to Alana Clarke for efficient administration of the submissions and refereeing process. Thanks also to Susan Murray-Smith and Joshua Fry at Sydney University Press.