Linking research and teaching Associate Professor Angela Brew The University of Sydney.
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Transcript of Linking research and teaching Associate Professor Angela Brew The University of Sydney.
Linking research and teaching
Associate Professor Angela BrewThe University of Sydney
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
Teaching
Knowledge Transmission
Knowledge generation
Disciplinary Research culture
Departmental Learning milieu
Students
Research
Academics
Academics’ understandings of 'research-led teaching'
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Learningthrough
research
Presentingresearch to
students
Researchingteaching
Reflections onthe task
Nu
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Research-Enhanced Learning & Teaching key areas:
1.Research-enhanced teaching
2.Research-based learning
3.Scholarship of learning and teaching
1. Research-enhanced teaching
Teaching is informed by staff research. This includes the integration of disciplinary research findings into courses and curricula at all levels such that students are both an audience for research and engaged in research activity.
2. Research-based learning
Opportunities are provided for students at all levels to experience and conduct research, learn about research throughout their courses, develop the skills of research and inquiry and contribute to the University’s research effort.
A student prepares his skating robot for a test run at the Olympic Ice Skating Rink (University of Calgary, Canada)
Research-Enhanced Learning & Teaching key areas:
1.Research-enhanced teaching
2.Research-based learning
3.Scholarship of learning and teaching
3. Scholarship of learning & teaching
Staff and students engage in scholarship and/or research in relation to understanding learning and teaching. Evidence-based approaches are used to establish the effects and effectiveness of student learning, teaching effectiveness and academic practice.
the scholarship of teaching as a kind of ‘going meta’ in
which academics frame and systematically
investigate questions in relation to teaching and
learning
(Hutchings & Shulman 1999)
Key elements of the scholarship of teaching and learning
Knowledge of teaching and learning and the literature that informs it
Commitment to reflection on teaching practice in order to improve it
Communicating and disseminating knowledge about teaching and learning in a variety of ways
Taking account of students’ perspectives
Following: Trigwell, K., Martin, E., Benjamin J. & Prosser, M. (2000)
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
University of Sydney Context
University Plan, Faculty Teaching and
Learning Plans
Performance-based funding for teaching
including a “Scholarship Index”
Scholarship of Teaching Index Criteria
Qualification in university teaching (10)
National teaching award (winner) (10)
National teaching award (finalist only) (5)
University teaching award (including awards for Excellence in Research Higher Degree Supervision) (5)
Faculty teaching award (2)
Publication on university teaching – book (10)
Publication on university teaching – refereed chapter (2)
Publication on university teaching – refereed article (2)
Presented conference paper or poster on university teaching (1)
University of Sydney Context
University Plan, Faculty Teaching and Learning Plans
Performance-based funding for teaching including a “Scholarship Index”
Vice Chancellor’s Awards for Outstanding Teaching and for Research Higher Degree Supervision
Criteria for promotion
Use of problem-based or issues-based curricula
Project Aims
Increasingly employ undergraduate teaching and learning strategies which enhance the links between research and teaching
and utilise scholarly inquiry as an organising
principle in departmental organisation, and curriculum development
and Encourage and reward the scholarship of
teaching
Strategies to develop research-led teaching
A Working Group
Strategies to develop research-led teaching
A Working GroupA web-site for staff development
Strategies to develop research-led teaching
A Working GroupA web-site for staff developmentWorkshops to faculties & departmentsLarge events to raise issuesFaculty reviews A Graduate Certificate in higher education unit
to teach academics to research their teaching
Faculty Initiatives
Grad cert in higher education mandatory for all new staff
Faculty research on teaching & learning website /in-house publication
Teaching & learning support unit within the facultyFaculty Teaching & Learning Committee
subcommittee on Scholarship of teachingFaculty staff seminar series on teaching & learning
issuesStaff publish in journals and/or attend teaching &
learning conferences
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
Issues
Tendency to redefine existing practice
Ethics in teaching
Campus planning
Involving the research community
How to move on
What gets in the way?
Economies of funding regimes
Separate evaluation of teaching and research
Research
Teaching
What gets in the way?
Economies of funding regimes
Separate evaluation of teaching and research
Hierarchical levels
Academic mindsets
Student mindsets
Modular course structures
Clearly prescribed course outcomes
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
Plan
Defining the agenda
Institutional strategies
What gets in the way?
Where is this going?
“What is required is not that students become masters of bodies of thought, but that
they are enabled to begin to experience the space and challenge of open, critical
inquiry (in all its personal and interpersonal aspects)”
(Barnett 1997: 110)
Inclusivity
Academics, undergraduates,
postgraduates and others in the university involved together
Relationships characterised by ‘democratic discussion’
Awareness of power issues
Scholarship
Scholarship as a quality of academic professionalism
Scholarships of discovery, integration, engagement
& academic citizenship
Knowledge Building
Starts from the questions of participants Mode 2 knowledge
constructed through communication and
negotiation
Research
Expanded definitions & conceptions Development of social knowledge and
personal meaningTeaching as research
Inquiry-based academic practice
Reflexivity
Teaching and learning
Student-focused conceptual change approaches to teaching and learning
Research-based learning
Communities
Mutual engagement in a joint enterprise
Learning as participation Personal Identity developed
through: engagement, imagination & enlightenment Inclusive scholarly
knowledge-building communities
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London
PalgraveMacmillan.
Inclusivity
Academics, undergraduates,
postgraduates and others in the university involved together
Relationships characterised by ‘democratic discussion’
Awareness of power issues
Scholarship
Scholarship as a quality of academic professionalism
Scholarships of discovery, integration, engagement
& academic citizenship
Knowledge Building
Starts from the questions of participants Mode 2 knowledge
constructed through communication and
negotiation
Research
Expanded definitions & conceptions Development of social knowledge and
personal meaningTeaching as research
Inquiry-based academic practice
Reflexivity
Teaching and learning
Student-focused conceptual change approaches to teaching and learning
Research-based learning
Communities
Mutual engagement in a joint enterprise
Learning as participation Personal Identity developed
through: engagement, imagination & enlightenment Inclusive scholarly
knowledge-building communities
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London
PalgraveMacmillan.
Inclusivity
Academics, undergraduates,
postgraduates and others in the university involved together
Relationships characterised by ‘democratic discussion’
Awareness of power issues
Scholarship
Scholarship as a quality of academic professionalism
Scholarships of discovery, integration, engagement
& academic citizenship
Knowledge Building
Starts from the questions of participants Mode 2 knowledge
constructed through communication and
negotiation
Research
Expanded definitions & conceptions Development of social knowledge and
personal meaningTeaching as research
Inquiry-based academic practice
Reflexivity
Teaching and learning
Student-focused conceptual change approaches to teaching and learning
Research-based learning
Communities
Mutual engagement in a joint enterprise
Learning as participation Personal Identity developed
through: engagement, imagination & enlightenment Inclusive scholarly
knowledge-building communities
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London
PalgraveMacmillan.
Brew, A. (2006). Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Jenkins, A, Breen, R., & Lindsay, R. & Brew, A. (2003). Reshaping Teaching in Higher Education : Linking Teaching and Research. London: Kogan Page.
Brew, A. (2001). The nature of research:
inquiry in academic contexts. London, RoutledgeFalmer.