Chris Rust
Emeritus Professor of Higher Education, Oxford Brookes University. Before retiring in September, 2014, after over 25 years at Brookes, Chris had been Associate Dean (Academic Policy). Previously, for ten years, he was Head of the Oxford Centre for Staff and Learning Development (OCSLD), and Deputy Director of the Human Resource Directorate. Between 2005 - 2010 he was also a Deputy Director for two Centres for Excellence in Teaching and Learning - ASKe (Assessment Standards Knowledge Exchange) and the Reinvention Centre for undergraduate research (led by Warwick University).
In OCSLD, with thirteen colleagues, he helped to provide both staff and educational development support to the University’s academic Faculties and support Directorates for 23 years. For six years he was Course Leader for the University’s initial training course for new teaching staff.
He achieved a PhD by publication in 2003 and became a professor in March, 2010.
He has researched and published on a range of issues including:
- the experiences of new teachers in HE
- the positive effects of supplemental instruction
- ways of diversifying assessment
- improving student performance through engagement in the marking process
- the effectiveness of workshops as a method of staff development.
Mostly he has focused on researching and writing about assessment, including: improving student learning through active engagement with assessment feedback, and the significance of both explicit articulation and socialisation processes in improving students' understanding of assessment requirements and assessment feedback.
He is also interested in the design, development and use of social learning space in universities, as well as the development of research-based learning in the undergraduate curriculum, including its potential effect on university organization.
In the 90s he contributed to the design and delivery of a national programme of staff development in higher education on the issue of teaching more students and over the years has run numerous workshops around the country and internationally on a range of issues including teaching large classes, developing assessment strategies, and engaging students with assessment and feedback.
Most recently he has been a Member of HEA/Advance HE led (originally HEFCE funded) project team, "Degree standards" including the co-design and delivery of both institutional and regional professional development workshops for external examiners, co-design and tutoring of both an on-line course and a blended workshop, and mentoring observation of institutional workshop deliverers.
He has been a Fellow of the RSA, a Senior Fellow of SEDA (Staff and Educational Development Association) and was one of the first fourteen Senior Fellows of the UK Higher Education Academy, for whom he was also an accreditor. In addition, he is an Honorary Fellow of WATTLE (Wollongong Academy of Tertiary Teaching & Learning Excellence)
He has also published an extended short story for teenagers called "Piglet"
In OCSLD, with thirteen colleagues, he helped to provide both staff and educational development support to the University’s academic Faculties and support Directorates for 23 years. For six years he was Course Leader for the University’s initial training course for new teaching staff.
He achieved a PhD by publication in 2003 and became a professor in March, 2010.
He has researched and published on a range of issues including:
- the experiences of new teachers in HE
- the positive effects of supplemental instruction
- ways of diversifying assessment
- improving student performance through engagement in the marking process
- the effectiveness of workshops as a method of staff development.
Mostly he has focused on researching and writing about assessment, including: improving student learning through active engagement with assessment feedback, and the significance of both explicit articulation and socialisation processes in improving students' understanding of assessment requirements and assessment feedback.
He is also interested in the design, development and use of social learning space in universities, as well as the development of research-based learning in the undergraduate curriculum, including its potential effect on university organization.
In the 90s he contributed to the design and delivery of a national programme of staff development in higher education on the issue of teaching more students and over the years has run numerous workshops around the country and internationally on a range of issues including teaching large classes, developing assessment strategies, and engaging students with assessment and feedback.
Most recently he has been a Member of HEA/Advance HE led (originally HEFCE funded) project team, "Degree standards" including the co-design and delivery of both institutional and regional professional development workshops for external examiners, co-design and tutoring of both an on-line course and a blended workshop, and mentoring observation of institutional workshop deliverers.
He has been a Fellow of the RSA, a Senior Fellow of SEDA (Staff and Educational Development Association) and was one of the first fourteen Senior Fellows of the UK Higher Education Academy, for whom he was also an accreditor. In addition, he is an Honorary Fellow of WATTLE (Wollongong Academy of Tertiary Teaching & Learning Excellence)
He has also published an extended short story for teenagers called "Piglet"
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Papers by Chris Rust
It appears appropriate to change input and process measures (such as mitigating/exceptional circumstances regulations). However, changes to the academic standards applied to student achievement (their assessment outputs) are less defensible, such as the surprisingly common practice of scaling of marks at module level against the performance of previous cohorts.
We conclude that while the pandemic has been, and continues to be, very challenging for higher education, it has compelled us to usefully question the validity and purpose of some of our regulations and assessment practices, and especially whether they do actually assure standards.
Available from Amazon ISBN-13 : 979-8682428373