It is suggested that academics "do not seem to think of applying their critical intelligence to teaching and learning" (Letters, THES, May 3).
Many will find such a statement insulting and untrue. The status of teaching is not served by perpetuating a myth that undermines colleagues. Such attitudes create a gulf between academics and academic developers and reinforce the notion that academic developers know nothing about academic work.
They also infringe an elementary pedagogic principle: to improve someone's learning, start by acknowledging what they know, not by disparaging their achievements.
Stephen Rowland
Professor of higher education
University College London