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

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. 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. About Massey…
Auckland Palmerston North Wellington
Distance
International

4. Pop quiz...

5. Pop quiz...
1. Where is the 2022 Football World Cup?

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1. Where is the 2022 Football World Cup?

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2. Who was the only undefeated team at the
2010 Football World Cup?

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2. Who was the only undefeated team at the
2010 Football World Cup?

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3. What is the national sport of New Zealand?

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3. What is the national sport of New Zealand?

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13. Culture of Scholarship…
Outline…
1. Reflections on scholarship
2. Towards a 3rd generation model
3. Fostering the scholarship of engagement

15. 1. Reflections
on scholarship

16. 1. Reflections
on scholarship
Ernest Boyer (1990) „Scholarship Reconsidered: Priorities of the
Professoriate‟…

17. 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’.

18. 1. Reflections
on scholarship
Four overlapping functions… Discovery
Application Scholarship Integration
Teaching

19. 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

20. 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

21. 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

22. 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’.

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.

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‟.

25. 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)

26. 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.

27. 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.

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
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. 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.

30. 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.

31. 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

32. 1. Reflections
on scholarship
http://www.trnexus.edu.au

33. 1. Reflections
on scholarship
The fifth dimension… Discovery
Scholarship
Application of Integration
Engagement
Teaching

34. 1. Reflections
on scholarship
In sum, teachers who are more likely to be engaging in
scholarship of teaching….

35. 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).

36. 2. Towards a 3rd
generation model

37. 2. Towards a 3rd
generation model
Three basic assumptions…

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).

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.

40. 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.

41. 2. Towards a 3rd
generation model
The crisis of traditional
centres / institutes…

42. 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

43. 2. Towards a 3rd
generation model
Tracing history…
1st 2nd 3rd
Generation Generation Generation

44. 2. Towards a 3rd
generation model
1st Generation – emerging field
• Teaching development – usually under HR
• Student development – „add on‟
Teaching
Learning

45. 2. Towards a 3rd
generation model
2nd Generation – weak links
• Teaching development – centre driven
• Student development – individual support
focused
Teaching
Learning

46. 2. Towards a 3rd
generation model
3rd Generation – integrated service provision
• Teaching development – demand driven and
strategic
• Student development – targeted and embedded
Teaching
Learning

47. 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)

48. 2. Towards a 3rd
generation model

49. 2. Towards a 3rd
generation model

50. 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

51. 3. Fostering scholarship
of engagement

52. 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

53. 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

54. 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

55. 3. Fostering scholarship
of engagement

56. 3. Fostering scholarship
of engagement
• Consultations Profession
• Quick Reference Guides
Institution
• Self-directed Online Modules
Group
Individual

57. 3. Fostering scholarship - Self-directed Online Modules
of engagement

58. 3. Fostering scholarship
of engagement
• Mentoring Circles Profession
• Hot Topic Roundtables
Institution
• Programme-wide Initiatives
Group
Individual

59. 3. Fostering scholarship - Programme-wide Initiatives
of engagement
The Stream Experience

60. 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

61. 3. Fostering scholarship - Peer Review of Teaching
of engagement
http://peerreview.massey.ac.nz

62. 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

63. 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

64. 3. Fostering scholarship
of engagement
• DELFA Profession
• Conferences
Institution
• Memberships
Group
• Innovative Projects
• Scholarly Outputs
Individual

65. 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

66. 3. Fostering scholarship
of engagement

67. 3. Fostering scholarship
of engagement
http://akoaotearoa.ac.nz/

68. Conclusion
Conclusion

69. Conclusion
Conclusion
• Teaching is a form of scholarship
• Scholarship is central to our mission
• A culture of scholarship will be dynamic

70. Final comment…

71. Questions
“A prudent question is one-half of wisdom.”
Francis Bacon
http://www.slideshare.net/mbrownz/
m.e.brown@massey.ac.nz