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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 ÖйúAƬ

University College London