ABSTRACT
An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of Semantics, both semantic waves and the semantic plane, may create exciting and productive conversations with academic lecturers. Using two ‘vignettes’ drawn from English Studies and Political Studies, the chapter illustrates how teaching practice and curriculum design can be enhanced by using LCT in academic staff development work, and by extension in curriculum design, teaching and assessment practice.
