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Building a Culture for the Scholarship of Teaching   and Learning in the 21st Century University                Professor ...
About Mark…                          • Director, National Centre for Teaching and Learning                          • Dire...
About Massey…       Auckland           Palmerston North   Wellington                      Distance                  Intern...
Pop quiz...
Pop quiz...   1. Where is the 2022 Football World Cup?
Pop quiz...   1. Where is the 2022 Football World Cup?
Pop quiz...   2. Who was the only undefeated team at the      2010 Football World Cup?
Pop quiz...   2. Who was the only undefeated team at the      2010 Football World Cup?
Pop quiz...   3. What is the national sport of New Zealand?
Pop quiz...   3. What is the national sport of New Zealand?
Pop quiz...
Pop quiz...
Culture of Scholarship…     Outline…         1. Reflections on scholarship         2. Towards a 3rd generation model      ...
1. Reflections   on scholarship
1. Reflections   on scholarship Ernest Boyer (1990) „Scholarship Reconsidered: Priorities of the    Professoriate‟…
1. Reflections   on scholarship Ernest Boyer (1990) „Scholarship Reconsidered: Priorities of the    Professoriate‟…       ...
1. Reflections   on scholarship  Four overlapping functions…     Discovery                  Application   Scholarship   In...
1. Reflections   on scholarship    Discovery…                                   Discovery    ‘Disciplined, investigative  ...
1. Reflections   on scholarship    Integration…                                      Discovery    ‘Serious, disciplined wo...
1. Reflections   on scholarship    Application…                                   Discovery    ‘Theory and practice vitall...
1. Reflections   on scholarship    Teaching…                                       Discovery    ‘Theory surely leads to   ...
1. Reflections   on scholarship Teaching is a scholarly enterprise because…       • „The work of the professor becomes con...
1. Reflections   on scholarship Teaching is a scholarly enterprise because…       • „The work of the professor becomes con...
1. Reflections   on scholarship Teaching is a scholarly enterprise because…       • „The work of the professor becomes con...
1. Reflections   on scholarship  Four primary orientations of research-enhanced teaching…            Griffiths, R. (2004)....
1. Reflections   on scholarship  Four primary orientations of research-enhanced teaching…      • Research-led, ie learning...
1. Reflections   on scholarship  Four primary orientations of research-enhanced teaching…      • Research-led, ie learning...
1. Reflections   on scholarship  Four primary orientations of research-enhanced teaching…      • Research-led, ie learning...
1. Reflections   on scholarship  Four primary orientations of research-enhanced teaching…      • Research-led, ie learning...
1. Reflections   on scholarship  A model expanded by Healey…  Healey, M. (2005). Linking research and teaching: exploring ...
1. Reflections   on scholarship                    http://www.trnexus.edu.au
1. Reflections   on scholarship  The fifth dimension…             Discovery                                 Scholarship   ...
1. Reflections   on scholarship    In sum, teachers who are more likely to be engaging in    scholarship of teaching….
1. Reflections   on scholarship    In sum, teachers who are more likely to be engaging in    scholarship of teaching….    ...
2. Towards a 3rd   generation model
2. Towards a 3rd   generation model    Three basic assumptions…
2. Towards a 3rd   generation model    Three basic assumptions…        1. Engaging in the scholarship of teaching is likel...
2. Towards a 3rd   generation model    Three basic assumptions…        1. Engaging in the scholarship of teaching is likel...
2. Towards a 3rd   generation model    Three basic assumptions…        1. Engaging in the scholarship of teaching is likel...
2. Towards a 3rd   generation model  The crisis of traditional  centres / institutes…
2. Towards a 3rd   generation model  The crisis of traditional  centres / institutes…  • In a constant state of     restru...
2. Towards a 3rd   generation model     Tracing history…            1st            2nd          3rd         Generation    ...
2. Towards a 3rd   generation model              1st Generation – emerging field                         • Teaching develo...
2. Towards a 3rd   generation model              2nd Generation – weak links                         • Teaching developmen...
2. Towards a 3rd   generation model              3rd Generation – integrated service provision                         • T...
2. Towards a 3rd   generation model        „To date much of the available impact evidence focuses on        the effects on...
2. Towards a 3rd   generation model
2. Towards a 3rd   generation model
2. Towards a 3rd   generation model  But still work to be done in  moving to a 3rd generation  approach…  • No reference t...
3. Fostering scholarship   of engagement
3. Fostering scholarship   of engagement       Our Mission              To support an exceptional and distinctive         ...
3. Fostering scholarship   of engagement       Key principles…          • Understand teachersas learners          • Teachi...
3. Fostering scholarship   of engagement                  Benchmarks (HEA)                                    Teaching Exc...
3. Fostering scholarship   of engagement
3. Fostering scholarship   of engagement  • Consultations                  Profession  • Quick Reference Guides           ...
3. Fostering scholarship   - Self-directed Online Modules   of engagement
3. Fostering scholarship   of engagement  • Mentoring Circles            Profession  • Hot Topic Roundtables              ...
3. Fostering scholarship    - Programme-wide Initiatives   of engagement                       The Stream Experience
3. Fostering scholarship   of engagement  • VC‟s Symposium              Profession  • Grants and Awards                   ...
3. Fostering scholarship       - Peer Review of Teaching   of engagement                    http://peerreview.massey.ac.nz
3. Fostering scholarship           - Student Success Framework   of engagement                                            ...
3. Fostering scholarship      - Student Success Framework   of engagement                               Study Life Cycle  ...
3. Fostering scholarship   of engagement  • DELFA                  Profession  • Conferences                           Ins...
3. Fostering scholarship   of engagement                           • Innovation Hub                           • Global Thi...
3. Fostering scholarship   of engagement
3. Fostering scholarship   of engagement                      http://akoaotearoa.ac.nz/
ConclusionConclusion
ConclusionConclusion   • Teaching is a form of scholarship   • Scholarship is central to our mission   • A culture of scho...
Final comment…
Questions       “A prudent question is one-half of wisdom.”                         Francis Bacon                  http://...
Building a Culture for the Scholarship of Teaching and Learning in the 21st Century University
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Building a Culture for the Scholarship of Teaching and Learning in the 21st Century University

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Presentation about the Scholarship of Teaching and Learning at the University of Calgary - Qatar, 30th January, 2013.

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Building a Culture for the Scholarship of Teaching and Learning in the 21st Century University

  1. 1. Building a Culture for the Scholarship of Teaching and Learning in the 21st Century University Professor Mark Brown University of Calgary – Qatar January 30th, 2013
  2. 2. About Mark… • Director, National Centre for Teaching and Learning • Director, Distance Education and Learning Futures Alliance • Author of over 300 scholarly papers and academic presentations • Member of executive committees forASCiLiTE and DEANZ • Member of executive committee of National Tertiary Teaching Excellence Academy • Recipient of National Award for Sustained Excellence in Tertiary m.e.brown@massey.ac.nz Teaching Twitter @mbrownz
  3. 3. About Massey… Auckland Palmerston North Wellington Distance International
  4. 4. Pop quiz...
  5. 5. Pop quiz... 1. Where is the 2022 Football World Cup?
  6. 6. Pop quiz... 1. Where is the 2022 Football World Cup?
  7. 7. Pop quiz... 2. Who was the only undefeated team at the 2010 Football World Cup?
  8. 8. Pop quiz... 2. Who was the only undefeated team at the 2010 Football World Cup?
  9. 9. Pop quiz... 3. What is the national sport of New Zealand?
  10. 10. Pop quiz... 3. What is the national sport of New Zealand?
  11. 11. Pop quiz...
  12. 12. Pop quiz...
  13. 13. Culture of Scholarship… Outline… 1. Reflections on scholarship 2. Towards a 3rd generation model 3. Fostering the scholarship of engagement
  14. 14. 1. Reflections on scholarship
  15. 15. 1. Reflections on scholarship Ernest Boyer (1990) „Scholarship Reconsidered: Priorities of the Professoriate‟…
  16. 16. 1. Reflections on scholarship Ernest Boyer (1990) „Scholarship Reconsidered: Priorities of the Professoriate‟… ‘The time has come to move beyond the tired old teaching versus research debate and give the familiar and honorable term scholarship a broader and more capacious meaning, one that brings legitimacy to the full scope of academic work’.
  17. 17. 1. Reflections on scholarship Four overlapping functions… Discovery Application Scholarship Integration Teaching
  18. 18. 1. Reflections on scholarship Discovery… Discovery ‘Disciplined, investigative efforts within the Academy’ Application Scholarship Integration ‘What is to be known, what is yet to be found?’ Teaching
  19. 19. 1. Reflections on scholarship Integration… Discovery ‘Serious, disciplined work that seeks to interpret, draw together, and bring new insight Application Scholarship Integration to bear on original research’ ‘What do the findings mean?’ Teaching
  20. 20. 1. Reflections on scholarship Application… Discovery ‘Theory and practice vitally interact, and one renews the other’ Application Scholarship Integration ‘How can knowledge be responsibly applied to consequential problems?’ Teaching
  21. 21. 1. Reflections on scholarship Teaching… Discovery ‘Theory surely leads to practice. But practice also leads to theory. And Application Scholarship Integration teaching, at its best, shapes both research and practice’. ‘Teaching…means not only Teaching transmitting knowledge, but transforming and extending it as well’.
  22. 22. 1. Reflections on scholarship Teaching is a scholarly enterprise because… • „The work of the professor becomes consequential only as it is understood by others‟ and teaching serves to both educate and entice future scholars.
  23. 23. 1. Reflections on scholarship Teaching is a scholarly enterprise because… • „The work of the professor becomes consequential only as it is understood by others‟ and teaching serves to both educate and entice future scholars. • „It is inspired teaching that keeps the flame of scholarship alive…‟ „pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught‟.
  24. 24. 1. Reflections on scholarship Teaching is a scholarly enterprise because… • „The work of the professor becomes consequential only as it is understood by others‟ and teaching serves to both educate and entice future scholars. • „It is inspired teaching that keeps the flame of scholarship alive…‟ „pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught‟. • „Good teaching means that faculty, as scholars, are also learning‟ (research-enhanced teaching)
  25. 25. 1. Reflections on scholarship Four primary orientations of research-enhanced teaching… Griffiths, R. (2004). Knowledge production and the research-teaching nexus:The case of the built environment disciplines. Studies in Higher Education 29(6), 709–726.
  26. 26. 1. Reflections on scholarship Four primary orientations of research-enhanced teaching… • Research-led, ie learning about others‟ research – content- based Griffiths, R. (2004). Knowledge production and the research-teaching nexus:The case of the built environment disciplines. Studies in Higher Education 29(6), 709–726.
  27. 27. 1. Reflections on scholarship Four primary orientations of research-enhanced teaching… • Research-led, ie learning about others‟ research – content- based • Research oriented, ie learning to do research – research methods Griffiths, R. (2004). Knowledge production and the research-teaching nexus:The case of the built environment disciplines. Studies in Higher Education 29(6), 709–726.
  28. 28. 1. Reflections on scholarship Four primary orientations of research-enhanced teaching… • Research-led, ie learning about others‟ research – content- based • Research oriented, ie learning to do research – research methods • Research-based, ie learning in research mode – inquiry- based • Griffiths, R. (2004). Knowledge production and the research-teaching nexus:The case of the built environment disciplines. Studies in Higher Education 29(6), 709–726.
  29. 29. 1. Reflections on scholarship Four primary orientations of research-enhanced teaching… • Research-led, ie learning about others‟ research – content- based • Research oriented, ie learning to do research – research methods • Research-based, ie learning in research mode – inquiry- based • Research-informed, ie pedagogic research – inquiring and reflecting on learning Griffiths, R. (2004). Knowledge production and the research-teaching nexus:The case of the built environment disciplines. Studies in Higher Education 29(6), 709–726.
  30. 30. 1. Reflections on scholarship A model expanded by Healey… Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R. (ed). Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, pp.67-78
  31. 31. 1. Reflections on scholarship http://www.trnexus.edu.au
  32. 32. 1. Reflections on scholarship The fifth dimension… Discovery Scholarship Application of Integration Engagement Teaching
  33. 33. 1. Reflections on scholarship In sum, teachers who are more likely to be engaging in scholarship of teaching….
  34. 34. 1. Reflections on scholarship In sum, teachers who are more likely to be engaging in scholarship of teaching…. ‘… seek to understand teaching by consulting and using the literature on teaching and learning, by investigating their own teaching, by reflecting on their teaching from the perspective of their intention in teaching while seeing it from the students’ position, and by formally communicating their ideas and practice to their peers’ (p164). (Trigwell, Martin, Benjamin,&Prosser, 1999).
  35. 35. 2. Towards a 3rd generation model
  36. 36. 2. Towards a 3rd generation model Three basic assumptions…
  37. 37. 2. Towards a 3rd generation model Three basic assumptions… 1. Engaging in the scholarship of teaching is likely to increase teaching effectiveness (improve student learning outcomes).
  38. 38. 2. Towards a 3rd generation model Three basic assumptions… 1. Engaging in the scholarship of teaching is likely to increase teaching effectiveness (improve student learning outcomes). 2. A culture of the Scholarship of Teaching and Learning will routinely reward, recognise and develop effective teaching.
  39. 39. 2. Towards a 3rd generation model Three basic assumptions… 1. Engaging in the scholarship of teaching is likely to increase teaching effectiveness (improve student learning outcomes). 2. A culture of the Scholarship of Teaching and Learning will routinely reward, recognise and develop effective teaching. 3. Centres / Institutes for Teaching and Learning have a key role in developing the knowledge and skills that will enable staff to engage in the scholarship of teaching and learning.
  40. 40. 2. Towards a 3rd generation model The crisis of traditional centres / institutes…
  41. 41. 2. Towards a 3rd generation model The crisis of traditional centres / institutes… • In a constant state of restructuring • Challenge of attracting and rewarding staff • The need for greater evidence of value / impact
  42. 42. 2. Towards a 3rd generation model Tracing history… 1st 2nd 3rd Generation Generation Generation
  43. 43. 2. Towards a 3rd generation model 1st Generation – emerging field • Teaching development – usually under HR • Student development – „add on‟ Teaching Learning
  44. 44. 2. Towards a 3rd generation model 2nd Generation – weak links • Teaching development – centre driven • Student development – individual support focused Teaching Learning
  45. 45. 2. Towards a 3rd generation model 3rd Generation – integrated service provision • Teaching development – demand driven and strategic • Student development – targeted and embedded Teaching Learning
  46. 46. 2. Towards a 3rd generation model „To date much of the available impact evidence focuses on the effects on teachers‟ attitudes and aspects of practice… There is rather less attention paid to the impacts observed from student experiences.‟ (2012, p. 37)
  47. 47. 2. Towards a 3rd generation model
  48. 48. 2. Towards a 3rd generation model
  49. 49. 2. Towards a 3rd generation model But still work to be done in moving to a 3rd generation approach… • No reference to programme development • Limited reference to learning development • No reference to key hard performance indicators http://www.cadad.edu.au
  50. 50. 3. Fostering scholarship of engagement
  51. 51. 3. Fostering scholarship of engagement Our Mission To support an exceptional and distinctive learning experience for staff and students, on all campuses, and all modes of study by offering world-class research-enhanced and demand-led teaching and learning development services. http://ctl.massey.ac.nz
  52. 52. 3. Fostering scholarship of engagement Key principles… • Understand teachersas learners • Teaching development is multi-faceted • Promotes a strong sense of community • Requires ahigh level of professional trust • Builds distributed leadershipfor teaching and learning • Must have opportunities and share and celebrate success
  53. 53. 3. Fostering scholarship of engagement Benchmarks (HEA) Teaching Excellence Criteria • Strategy, Policy and Governance • Planning and Design for Learning • Quality of Teaching and Learning • Facilitating Learning • Scholarship of Teaching & Learning • Assessing Student Learning • Professional Development • Evaluating Teaching and Learning • Credit-bearing Programmes • Professional Development and Teaching Leadership • Curriculum Development • Engagement • Effectiveness High Strategic Alignment
  54. 54. 3. Fostering scholarship of engagement
  55. 55. 3. Fostering scholarship of engagement • Consultations Profession • Quick Reference Guides Institution • Self-directed Online Modules Group Individual
  56. 56. 3. Fostering scholarship - Self-directed Online Modules of engagement
  57. 57. 3. Fostering scholarship of engagement • Mentoring Circles Profession • Hot Topic Roundtables Institution • Programme-wide Initiatives Group Individual
  58. 58. 3. Fostering scholarship - Programme-wide Initiatives of engagement The Stream Experience
  59. 59. 3. Fostering scholarship of engagement • VC‟s Symposium Profession • Grants and Awards Institution • New Teaching Academy Group • Peer Review of Teaching • Student Success Framework Individual
  60. 60. 3. Fostering scholarship - Peer Review of Teaching of engagement http://peerreview.massey.ac.nz
  61. 61. 3. Fostering scholarship - Student Success Framework of engagement Adapted from Wilson (2009) Tertiary Intervention What do we do for failing students Secondary Intervention What do we do for at-risk students? Targeted/Selective Primary Intervention What do we do for targeted groups of students? General/Primary Intervention What do we do for all students? Intervention Pyramid
  62. 62. 3. Fostering scholarship - Student Success Framework of engagement Study Life Cycle I N T E R V E N T I O N S Targeted Interventions
  63. 63. 3. Fostering scholarship of engagement • DELFA Profession • Conferences Institution • Memberships Group • Innovative Projects • Scholarly Outputs Individual
  64. 64. 3. Fostering scholarship of engagement • Innovation Hub • Global Think Tank • Networked Community • Engine for New Learning Futures • Provides International Consultancy • Leading International Advisory Board http://delfa.massey.ac.nz
  65. 65. 3. Fostering scholarship of engagement
  66. 66. 3. Fostering scholarship of engagement http://akoaotearoa.ac.nz/
  67. 67. ConclusionConclusion
  68. 68. ConclusionConclusion • Teaching is a form of scholarship • Scholarship is central to our mission • A culture of scholarship will be dynamic
  69. 69. Final comment…
  70. 70. Questions “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/ m.e.brown@massey.ac.nz

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